Arxius de Mathematical connections | Gipeam https://gipeam.cat/etiqueta_publicacion/mathematical-connections/ Grup d’Investigació en Pràctica Educativa i Activitat Matemàtica Sat, 11 Jan 2025 21:22:54 +0000 ca hourly 1 https://wordpress.org/?v=6.9.4 https://gipeam.cat/wp-content/uploads/2025/01/cropped-GIPEAM_favicon_512-32x32.png Arxius de Mathematical connections | Gipeam https://gipeam.cat/etiqueta_publicacion/mathematical-connections/ 32 32 Mathematical connections involved in area measurement processes https://gipeam.cat/publicacio/mathematical-connections-involved-in-area-measurement-processes/ Wed, 27 Nov 2024 16:23:19 +0000 https://gipeam.cat/?post_type=publicacio&p=4015 The present study seeks to explore the mathematical connections that 13–14-year-old secondary school students establish when solving area tasks. Emphasis is placed on different mathematical objects, and the connections between them, that allow students to successfully solve the tasks. The study follows a mixed methodology using qualitative and quantitative method of analysis. The results show that representations play a key role in solving area tasks, as they condition the use of alternative procedures to the use of formulas. Likewise, the properties involved in area measurement processes may condition the use of geometric procedures, such as surface decomposition and reorganisation. Finally, results show that to accurately carry out area measurement processes, it is necessary to bring different mathematical objects into play simultaneously. If these connections between mathematical objects do not occur, there is a risk of using the formulas in a mechanical way.

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]]> Mathematical Connections and the Mathematics Teacher’s Specialized Knowledge https://gipeam.cat/publicacio/mathematical-connections-and-the-mathematics-teachers-specialized-knowledge/ Sun, 09 Jan 2022 22:13:00 +0000 https://gipeam.cat/?post_type=publicacio&p=4215 This study seeks to explore the relationship between recent findings on mathematical connections and the Mathematics Teacher’s Specialised knowledge model. From a qualitative approach, we seek to explore the specialised knowledge mobilised during the establishment of mathematical connections in different contexts. The study takes into consideration the results from previous studies that were conducted with both prospective and in service teachers. The results suggest the need to include the notion of complexity in the mathematical connections defined by the Mathematics Teacher’s Specialised knowledge model. Similarly, they suggest that it is possible to find some ambiguities in the use of the model, so it would be enriching to consider the current classification of mathematical connections in order to improve the model as an analytical tool. Finally, the results suggest the need to include mathematical connections as part of the pedagogical content knowledge domain, since the knowledge of this domain could be mobilised during the establishment of mathematical connections.

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