The Mathematics Enthusiast
University of Montana: Department of Mathematical Sciences
In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students’ early algebraic reasoning.
Boyce, Steven and Moss, Diana (2019) "A Re-emergent Analysis of Early Algebraic Learning," The Mathematics Enthusiast: Vol. 16: No. 1, Article 21.