Task design for developing students’ recognition of the roles of assumptions in mathematical activity

Kotaro Komatsu (1) , Gabriel J. Stylianides (2) , Andreas J. Stylianides (3)

1 Shinshu University [Nagano]
2 University of Oxford
3 CAM - University of Cambridge [UK]

Mathematics education researchers have highlighted the importance of assumptions in school mathematics given their vital roles in mathematical practice. However, there is scarcity of research aiming at enhancing students’ recognition of different roles that assumptions play in mathematical activity. In this paper, we begin to address this issue by formulating two task design principles and reporting on the implementation of a classroom intervention where lower secondary school students in two classes worked, with the same teacher, on a task designed following the proposed principles. Our analysis shows how the task, together with the purposeful teacher’s actions in implementing it, led to students’ developing appreciation of two roles that assumptions play in mathematical activity.

Mots clés: Assumptions; Task design principles; Classroom intervention; Teacher’s role

Domaines: Mathématiques [math]; Education

Kotaro Komatsu, Gabriel J. Stylianides, Andreas J. Stylianides. Task design for developing students’ recognition of the roles of assumptions in mathematical activity. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02398117⟩