TY - JOUR
T1 - Expanding the disciplinary expertise of a middle school mathematics classroom
T2 - Re-contextualizing student models in conversations with visiting specialists
AU - Jurow, A. Susan
AU - Hall, Rogers
AU - Ma, Jasmine Y.
N1 - Funding Information:
We thank Ms. Douglas for allowing us to conduct design research in her classrooms, but especially for being a thoughtful and generous collaborator in this effort. Several other scholars contributed substantially to this study, including early work by Reed Stevens to work out the rationale behind design reviews, and contributions by Tony Torralba in all aspects of this classroom research and in developing ideas about design reviews as a form of interplay. We also thank Ann Ryu, who worked on materials relating to Julie’s review with Manuel, Lisa, and Kera for use by graduate fellows in the Diversity in Mathematics Education Center for Learning and Teaching (CLT) at the University of California, Berkeley. We could not have done this project without Jane and Mark, along with a group of other visiting professionals (students and working folk alike) who helped us tinker with a productive approach to design reviews in Math at Work project classrooms. Last, thanks to Iris Tabak and the four reviewers of this manuscript who helped us clarify and extend our thinking on the issues that are central to this study. This work was supported by Grant RED-9553648 from the National Science Foundation. Rogers Hall also received support during the completion of this article from the Center for Advanced Study in the Behavioral Sciences and the Spencer Foundation.
PY - 2008/7
Y1 - 2008/7
N2 - This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. Re-contextualizing is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel contexts. Analysis of 14 design reviews in 2 classrooms showed that re-contextualizing resulted in both the elaboration of ideas students already understood and new contributions to students' understandings of mathematical aspects of population modeling. This article presents case studies of 2 groups that differed in terms of their interest in the curricular task and the level of conceptual integrity of their population models. Despite these differences, the re-contextualizing exchanges that emerged in their design reviews led to new insights for both groups and provided them with opportunities to try on ways of thinking and acting like population biologists.
AB - This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. Re-contextualizing is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel contexts. Analysis of 14 design reviews in 2 classrooms showed that re-contextualizing resulted in both the elaboration of ideas students already understood and new contributions to students' understandings of mathematical aspects of population modeling. This article presents case studies of 2 groups that differed in terms of their interest in the curricular task and the level of conceptual integrity of their population models. Despite these differences, the re-contextualizing exchanges that emerged in their design reviews led to new insights for both groups and provided them with opportunities to try on ways of thinking and acting like population biologists.
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U2 - 10.1080/10508400802192714
DO - 10.1080/10508400802192714
M3 - Article
AN - SCOPUS:48049083548
SN - 1050-8406
VL - 17
SP - 338
EP - 380
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 3
ER -