Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems
Saved in:
| 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 |
Be the first to leave a comment!
