Emotional interactions of high achieving students in mathematical argumentation: The case of Jasmine - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2015

Emotional interactions of high achieving students in mathematical argumentation: The case of Jasmine

Résumé

The study of emotional aspects of interaction may tell us much about the social norms and the meta-mathematical rules according to which participants act during their mathematical activity. To illustrate this idea, we present the case of Jasmine, a 16-year-old student participating in a summer camp intended for exceptionally high achieving students in mathematics. Through a commognitive analysis of the interaction between Jasmine and her instructor (the first author), we examine the implicit metarules of discourse according to which the two participants acted and that, at a certain point, led to Jasmine's frustrated disengagement from the discussion. Adding the concept of " framing " shows that this episode could be characterized by the student and instructor's " misaligned frames " .
Fichier principal
Vignette du fichier
CERME9.TWG09.15.papers.Hess-GreenHazzan.pdf (147.8 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte
Loading...

Dates et versions

hal-01287675 , version 1 (14-03-2016)

Identifiants

  • HAL Id : hal-01287675 , version 1

Citer

Rachel Hess-Green, Einat Heyd-Metzuyanim, Orit Hazzan. Emotional interactions of high achieving students in mathematical argumentation: The case of Jasmine. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1400-1406. ⟨hal-01287675⟩
177 Consultations
65 Téléchargements

Partager

Gmail Facebook X LinkedIn More