Dynamic Learning Artefacts: A Methodological Approach for Analysing and Interpreting Student Thinking in Mathematics
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| Title: | Dynamic Learning Artefacts: A Methodological Approach for Analysing and Interpreting Student Thinking in Mathematics |
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| Language: | English |
| Authors: | Jane Hubbard, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| 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: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics, Cognitive Processes, Educational Games, Elementary School Students, Manipulative Materials, Research Methodology, Mathematics Education |
| Abstract: | Opportunities to closely monitor and evaluate students' mathematical thinking enables accurate interpretations of their conceptual understanding. This methodological paper reports on a novel and versatile analysis approach to extract student thinking during mathematical games through the generation of Dynamic Learning Artefacts (DLAs). Illustrative examples drawing upon lesson observation notes, interview transcripts and photographs describe the process of generating DLAs to better understand student thinking. The implications for adopting this method of analysis to support teachers' knowledge for instruction are presented and discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676437 |
| Database: | ERIC |
| Abstract: | Opportunities to closely monitor and evaluate students' mathematical thinking enables accurate interpretations of their conceptual understanding. This methodological paper reports on a novel and versatile analysis approach to extract student thinking during mathematical games through the generation of Dynamic Learning Artefacts (DLAs). Illustrative examples drawing upon lesson observation notes, interview transcripts and photographs describe the process of generating DLAs to better understand student thinking. The implications for adopting this method of analysis to support teachers' knowledge for instruction are presented and discussed. |
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