Praxeologies-in-action during struggle with problem-solving
Résumé
Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilised to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimisation problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and, on occasion, less coherent arguments focusing on technology.
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