A conceptual model of mathematical reasoning for school mathematics

Jeannotte, Doris et Kieran, Carolyn (2017). « A conceptual model of mathematical reasoning for school mathematics ». Educational Studies in Mathematics.

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The development of students’ mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on anasynthesis (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR.

Type: Article de revue scientifique
Mots-clés ou Sujets: Mathematical reasoning. Theoretical model. Commognition. School mathematics. Anasynthesis. Structural aspect of mathematical reasoning. Process aspect of mathematical reasoning
Unité d'appartenance: Faculté des sciences > Département de mathématiques
Déposé par: Doris Jeannotte
Date de dépôt: 13 avr. 2017 07:34
Dernière modification: 01 juin 2017 23:10
Adresse URL : http://archipel.uqam.ca/id/eprint/9609


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