When algebra makes you smile: Playful engagement with early algebraic practices

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Bárbara M. Brizuela, Susanne Strachota
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引用次数: 0

Abstract

Background

The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.

Aims

In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?

Sample

We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.

Methods

Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.

Results

Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.

Conclusions

We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect.

代数让你微笑游戏式参与早期代数实践
背景 学校数学中典型的竞争性和以结果为导向的方法历来被认为是缺乏游戏、快乐和积极情感的:在学生学习早期代数时,能观察到哪些积极情感的标记?具体来说,学生的快乐标记与早期代数练习有什么关系?当儿童表现出积极的认识情感时,他们学习早期代数的游戏性姿态具有哪些特征?方法我们从认识情感和早期代数这两个理论框架出发,对课程记录进行了微观遗传分析,以确定快乐标记和早期代数实践。结果我们的结果表明,孩子们在进行早期代数练习时表达了快乐,这证明了积极的认识情感。结论我们得出结论,数学学习环境应为学生提供接触数学内容的机会,并提供多个切入点和多种回应方式。我们还得出结论,早期代数实践提供了游戏性参与和积极认识情感的机会。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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