Student meaning making in elementary algebra teaching : An in-depth study of classrooms in four countries
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Original versionReinhardtsen, J. (2020). Student meaning making in elementary algebra teaching : An in-depth study of classrooms in four countries (Doctoral thesis). University of Agder, Kristiansand.
The research presented in this thesis is based on observations and analyses of classroom data from four countries. The data were collected through a collaboration of local research teams in Finland, Norway, Sweden and the USA (California) and the shared topic of interest is the learning of elementary algebra. This thesis is concerned with the meaning making of students as they are introduced to, and engage in, tasks, symbols and ideas belonging to the highly abstract discourse of algebra. Further, as a response to the complexity of classroom learning, the thesis also seeks to advance analytical approaches for studying algebraic thinking.
Paper II and III are not available as a part of the dissertation due to the copyright.
Has partsPaper I: Reinhardtsen, J., Carlsen, M. & Saijo, R. (2015). Capturing learning in classroom interaction in mathematics: Methodological considerations. In Proceedings for Ninth Congress of the European Society for Research in Mathematics Education (p. 1475-1481). Prague, Czech Republic: Charles University in Prague. https://hal.archives-ouvertes.fr/hal-01287780. Published version. Full-text is available in AURA as a separate file.
Paper II: Reinhardtsen, J. & Givvin, K. B. (2019). The fifth lesson: Students' responses to a patterning task across the four countries. In C. Kilhamn C. & R. Säljö (Eds), Encountering Algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA (p. 165-234). Cham: Springer. doi: https://doi.org/10.1007/978-3-030-17577-1_8. Published version. Full-text is not available in AURA as a separate file.
Paper III: Reinhardtsen, J. (Forthcoming). The emergence of a generalization practice in a 6th grade introductory algebra classroom. Journal for Research in Mathematics Education. Author´s submitted manuscript. Full-text is not available in AURA as a separate file.