Author: Moschkovich Judit
Publisher: Springer Publishing Company
ISSN: 0013-1954
Source: Educational Studies in Mathematics, Vol.55, Iss.1-3, 2004-01, pp. : 49-80
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Abstract
This case study uses a socioculturalperspective and the concept ofappropriation (Newman, Griffin and Cole,1989; Rogoff, 1990) to describe how astudent learned to work with linearfunctions. The analysis describes in detailthe impact that interaction with a tutorhad on a learner, how the learnerappropriated goals, actions, perspectives,and meanings that are part of mathematicalpractices, and how the learner was activein transforming several of the goals thatshe appropriated. The paper describes how alearner appropriated two aspects ofmathematical practices that are crucial forworking with functions (Breidenbach,Dubinsky, Nichols and Hawks, 1992; Even,1990; Moschkovich, Schoenfeld and Arcavi,1993; Schwarz and Yerushalmy, 1992; Sfard,1992): a perspective treating lines asobjects and the action of connecting a lineto its corresponding equation in the form
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