Pregled bibliografske jedinice broj: 1035859
Adaptive Reasoning and Strategic Competence in Croatian Mathematics Education: The example of Quadratic Function
Adaptive Reasoning and Strategic Competence in Croatian Mathematics Education: The example of Quadratic Function // Connecting Tamás Varga’s Legacy and Current Research in Mathematics Education
Budimpešta, Mađarska, 2019. str. 21-22 (predavanje, međunarodna recenzija, sažetak, ostalo)
CROSBI ID: 1035859 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Adaptive Reasoning and Strategic Competence in Croatian Mathematics Education: The example of Quadratic Function
Autori
Gusic, Matea
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo
Izvornik
Connecting Tamás Varga’s Legacy and Current Research in Mathematics Education
/ - , 2019, 21-22
Skup
Varga 100: Connecting Tamás Varga’s Legacy and Current Research in Mathematics Education
Mjesto i datum
Budimpešta, Mađarska, 06.11.2019. - 08.11.2019
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Mathematical Proficiency ; Adapitve reasoning ; Strategic Competence ; Textbooks ; Case Study
Sažetak
Mathematical proficiency is a competency framework which proposes five important mutually interdependent strands for successful mathematics learning: conceptual understanding, procedural fluency, adaptive reasoning, strategic competence and productive disposition. This paper aims to investigate adaptive reasoning and strategic competence in Croatian mathematics education regarding quadratic functions. Existing literature was used to define indicators of these two strands. To address curriculum appointed requirements a commonly used textbook was analyzed. To gain a deeper students’ understanding of the strands a case study in the form of observations and interviews was conducted with three second-grade gymnasium students selected considering their ability: a high, an average and a low achiever. The study revealed that the textbook does not provide many tasks potentially promoting adaptive reasoning or strategic competence, implying that the tasks are mainly procedures or exercises. The adaptive reasoning skills of the average- and low-achieving participants are not developed, while the high-achieving participant demonstrated average skills with the highest indicators of plausible reasoning. The participants’ strategic competence is in general underdeveloped, relying mostly on memorization and algebraic approaches. Limits of this pilot study refer to the analysis of just one textbook. The stated limit is to be addressed in the future
Izvorni jezik
Engleski
Znanstvena područja
Matematika, Pedagogija
