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Mathematical Caring Relations as a Framework for Supporting Research and Learning.

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Title: Mathematical Caring Relations as a Framework for Supporting Research and Learning.
Authors: Hackenberg, Amy1 ahackenb@uga.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2005 Annual Meeting, p1-8. 8p.
Subject Terms: *Mathematics education, *Teacher-student relationships, *Teaching, *Learning, Fractions
Abstract: Mathematical caring relations (MCRs), a framework for conceptualizing student-teacher interaction, was used in a year-long constructivist teaching experiment with 4 6th grade students. MCRs supported (1) the extension of previous research on how students construct improper fractions and (2) the learning of students and their teacher (the researcher). Establishing a MCR entails aiming for mathematical learning while attending to affective responses of both student and teacher. Although all students entered the experiment with the splitting operation deemed necessary for constructing improper fractions (Steffe, 2002), during the experiment 2 students did not construct improper fractions. One of these students is the focus of this paper. The current hypothesis is that splitting does not automatically engender the coordination of 3 levels of units that seems necessary to construct improper fractions. Analyzing MCRs in research is seen to facilitate interactions that can lead to learning and to validate the experiential difficulties of learning. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Mathematical Caring Relations as a Framework for Supporting Research and Learning.
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  Data: <searchLink fieldCode="AR" term="%22Hackenberg%2C+Amy%22">Hackenberg, Amy</searchLink><relatesTo>1</relatesTo><i> ahackenb@uga.edu</i>
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  Data: Mathematical caring relations (MCRs), a framework for conceptualizing student-teacher interaction, was used in a year-long constructivist teaching experiment with 4 6th grade students. MCRs supported (1) the extension of previous research on how students construct improper fractions and (2) the learning of students and their teacher (the researcher). Establishing a MCR entails aiming for mathematical learning while attending to affective responses of both student and teacher. Although all students entered the experiment with the splitting operation deemed necessary for constructing improper fractions (Steffe, 2002), during the experiment 2 students did not construct improper fractions. One of these students is the focus of this paper. The current hypothesis is that splitting does not automatically engender the coordination of 3 levels of units that seems necessary to construct improper fractions. Analyzing MCRs in research is seen to facilitate interactions that can lead to learning and to validate the experiential difficulties of learning. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Teaching
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      – SubjectFull: Learning
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      – SubjectFull: Fractions
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      – TitleFull: Mathematical Caring Relations as a Framework for Supporting Research and Learning.
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              Text: 2005 Annual Meeting
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