Sense Making as Motivation in Doing Mathematics: Results From Two Studies PDF
In this article, we present episodes from two qualitative research studies. The studies focus on students of different ages and populations and their work on different mathematical tasks. We examine the commonalities in environment, tools, and teacher-student interactions that are key influences on the positive dispositions engendered in the students and their interest and engagement in mathematics. In addition, we hypothesize that these positive dispositions in mathematics lead to student reasoning and, thus, mathematical understanding. The resulting framework is supported by other educational research and suggests ways that the standards can be implemented in diverse classrooms in order to achieve optimal student engagement and learning.
About the Authors:
Mary Mueller is an Associate Professor in the Department of Educational Studies at Seton Hall University. Her research interests include the development of mathematical ideas and reasoning over time.
Dina Yankelewitz is an Assistant Professor in the School of General Studies at the Richard Stockton College of New Jersey. Her research interests include the development of mathematical thinking and the identification and development of mathematical reasoning in students and teachers of mathematics.
Carolyn Maher is a Professor of mathematics education in the Graduate School of Education at Rutgers University. Her research interests include the development of mathematical thinking in students, mathematical reasoning, justification and proof making in mathematics, and the development of a model for analyzing videotape data.
Last modified: 30 July 2012.
© 2012 by the Mathematics Education Student Association at The University of Georgia. All rights reserved.
The content and opinions expressed on this Web page do not necessarily reflect
the views of nor are
they endorsed by the University of Georgia or the University System of Georgia.