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Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems

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Title: Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems
Language: English
Authors: Almuna Salgado, Felipe, Mathematics Education Research Group of Australasia
Source: Mathematics Education Research Group of Australasia. 2016Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016).
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2016
Document Type: Speeches/Meeting Papers
Reports - Evaluative
Descriptors: Mathematics Activities, Context Effect, Problem Solving, Problem Sets, Classification, Statistical Analysis, Definitions, Use Studies, Evaluation Criteria, Program Validation, Concept Formation
Abstract: This paper aims to revisit and clarify the term problem context and to develop a theoretical classification of the construct of levels of context use (LCU) to analyse how the context of a problem is used to formulate a problem in mathematical terms and to interpret the answer in relation to the context of a given problem. Two criteria and six indicators form the basis of the construct. While this construct connects to a previous classification of uses of contexts, several theoretical considerations are considered and clarified. Quantitative analysis suggests that the construct is effective in distinguishing between LCU.
Abstractor: As Provided
Number of References: 11
Entry Date: 2017
Accession Number: ED572410
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED572410
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  Data: Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems
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  Data: <searchLink fieldCode="AR" term="%22Almuna+Salgado%2C+Felipe%22">Almuna Salgado, Felipe</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia%22">Mathematics Education Research Group of Australasia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Group+of+Australasia%22"><i>Mathematics Education Research Group of Australasia</i></searchLink>. 2016Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016).
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
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  Data: 2016
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  Data: Speeches/Meeting Papers<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Activities%22">Mathematics Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Sets%22">Problem Sets</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Validation%22">Program Validation</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink>
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  Data: This paper aims to revisit and clarify the term problem context and to develop a theoretical classification of the construct of levels of context use (LCU) to analyse how the context of a problem is used to formulate a problem in mathematical terms and to interpret the answer in relation to the context of a given problem. Two criteria and six indicators form the basis of the construct. While this construct connects to a previous classification of uses of contexts, several theoretical considerations are considered and clarified. Quantitative analysis suggests that the construct is effective in distinguishing between LCU.
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  Data: 11
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  Data: 2017
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  Label: Accession Number
  Group: ID
  Data: ED572410
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      – Text: English
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        PageCount: 8
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      – SubjectFull: Mathematics Activities
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      – SubjectFull: Context Effect
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      – SubjectFull: Problem Solving
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      – SubjectFull: Problem Sets
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      – SubjectFull: Use Studies
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      – SubjectFull: Program Validation
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      – SubjectFull: Concept Formation
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      – TitleFull: Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems
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