Open Collections

Exploring students' mathematical sense-making through non-routine problems : visualization, gesture, and affect.

University of British Columbia

This study explores graduate students’ mathematical sense making through non-routine problems. I consider visualization, gesture and affect as integral cognitive aspects in the solution processes of participants. To analyze them, I introduce a suitable model, a think-aloud protocol coupled with meta-cognitive prompts. The study gives details of the solving of given non-routine problems by participants. It allows focusing on the relationship between visualization and gesture in conjunction with affective states in the process of sense making when solving non-routine problems in the absence of pre-determined mathematical procedures or algorithms. Visual imagery, gesture and particularly affective issues played a role in the solving processes of graduate students. As such these resources are seen as major ingredients in mathematics teaching and learning.

Text

2013-10-28

Attribution-NoDerivs 2.5 Canada

http://hdl.handle.net/2429/45411

Mathematics Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nd/2.5/ca/