The Genesis of Routines Mathematical Discourses on the Equal Sign and Variable
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This study explores high school students’ and their mathematics teachers’ mathematical discourses on the equal sign and variables in the classroom context. The participants in this case study were ninth-graders and their mathematics teacher. The data were analyzed in terms of participants’ routines, specifically ritual and explorative routines in the classroom context, through a commognitive perspective. Results indicate that teacher discourse governed process-based routines that have roots in elementary grades. Students focused more on operational approaches instead of algebraic reasoning while solving equations, and this finding conveys challenges in constructing variables.
© 2020 Electronic Journal for Research in Science & Mathematics Education (EJRSME)