TY - JOUR

T1 - A conceptual model of mathematical reasoning for school mathematics

AU - Jeannotte, Doris

AU - Kieran, Carolyn

N1 - Publisher Copyright:
© 2017, Springer Science+Business Media Dordrecht.

PY - 2017/9/1

Y1 - 2017/9/1

N2 - The development of students’ mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on anasynthesis (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR.

AB - The development of students’ mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on anasynthesis (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR.

KW - Anasynthesis

KW - Commognition

KW - Mathematical reasoning

KW - Process aspect of mathematical reasoning

KW - School mathematics

KW - Structural aspect of mathematical reasoning

KW - Theoretical model

UR - http://www.scopus.com/inward/record.url?scp=85019103144&partnerID=8YFLogxK

U2 - 10.1007/s10649-017-9761-8

DO - 10.1007/s10649-017-9761-8

M3 - Article

AN - SCOPUS:85019103144

SN - 0013-1954

VL - 96

SP - 1

EP - 16

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

IS - 1

ER -