Making Sense of What Students Know: Examining the Referents, Relationships and Modes Students Displayed in Response to a Decimal Task |
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| Authors: | Barbara M Moskal Maria E Magone |
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| Institution: | (1) Mathematical and Computer Sciences Department, Colorado School of Mines, Golden, CO, 80401;(2) Learning, Research and Development Center, University of Pittsburgh, Pittsburgh, PA, 15260 |
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| Abstract: | Written tasks that request an explanation can offer detailed information concerning students' knowledge to the classroom teacher.
The examination of students' written responses for the mathematical systems that are employed (referents), the connections
that are displayed (relationships) and the communication methods that are utilized (modes) provides evidence that suggests
how the student is making sense of a problem. The purpose of this article is to describe the constructs of referents, relationships
and modes and to illustrate how these constructs may be reflected in students' written responses to a decimal task that requests
an explanation. This article will also examine sets of responses from two classrooms using the proposed framework to illustrate
the type of information that teachers may acquire through the application of this framework.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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| Keywords: | assessment decimals mathematics middle school rational numbers |
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