An Integrated Methodological Approach for Documenting Individual and Collective Mathematical Progress
Reinventing the Euler Method Algorithmic Tool
Bibliographic Data
| ID | 22045076 |
|---|---|
| Authors | Chris Rasmussen (0000-0002-0153-3867, San Diego State University), Megan Wawro (0000-0002-1049-9787, Virginia Tech), Michelle Zandieh (0000-0002-2279-8231, Engineering Arts (United States)) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Pages | 335 |
| Publication date | 2024-03-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14030335 |
| OpenAlex | W4393056428 |
| Language | EN |
| References cited | 33 |
In this paper we advance a methodological approach for documenting the mathematical progress of learners as an integrated analysis of individual and collective activity. Our approach is grounded in and expands the emergent perspective by integrating four analytic constructs: individual meanings, individual participation, collective mathematical practices, and collective disciplinary practices. Using video data of one small group of four students in an inquiry-oriented differential equations classroom, we analyze a 10 min segment in which one small group reinvent Euler’s method, an algorithmic tool for approximating solutions to differential equations. A central intellectual contribution of this work is elaborating and coordinating the four methodological constructs with greater integration, cohesiveness, and coherence
Euler's formula · Management science · Mathematics education · Cognitive and developmental aspects of mathematical skills · Computer Science · Engineering · Mathematics · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Theoretical Computer Science
| Highly cited | No |
|---|