Mathematical Caring Relations in Action
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| Title: | Mathematical Caring Relations in Action |
|---|---|
| Language: | English |
| Authors: | Hackenberg, Amy J. |
| Source: | Journal for Research in Mathematics Education. May 2010 41(3):236-273. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 6 Middle Schools |
| Descriptors: | Interaction, Interpersonal Relationship, Grade 6, Mathematics Instruction, Teacher Student Relationship, Constructivism (Learning), Algebra, Mathematical Logic, Middle School Students, Secondary School Mathematics, Emotional Response, Models, Rural Schools, Problem Solving |
| Geographic Terms: | Georgia |
| ISSN: | 0021-8251 |
| Abstract: | In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain "mathematical caring relations" (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student-teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student-teacher interaction can be viewed as a linked chain of perturbations; in student-teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers. (Contains 5 figures and 20 footnotes.) |
| Abstractor: | As Provided |
| Number of References: | 96 |
| Entry Date: | 2010 |
| Access URL: | https://www.nctm.org/eresources/article_summary.asp?URI=JRME2010-05-236a&from=B |
| Accession Number: | EJ883115 |
| Database: | ERIC |
| Abstract: | In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain "mathematical caring relations" (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student-teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student-teacher interaction can be viewed as a linked chain of perturbations; in student-teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers. (Contains 5 figures and 20 footnotes.) |
|---|---|
| ISSN: | 0021-8251 |
