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Operationalizing the analytical construct of contextualization
Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
2009 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 1, p. 61-88Article in journal (Refereed) Published
Abstract [en]

This article elaborates on the construct of contextualization, which constitutes a constructivist contextual view on learning. Principles of constructivism and contextualization are operationalized into a set of four analytical categories, that teacher and researchers can use for organizing thinking about teaching and learning mathematics. The categories are discussed and verified throughout the design and analysis of a classroom compatible learning activity, which is supposed to promote probabilistic reasoning.Suggestions for developing the operationalization are discussed and, on account of that, the article invites for future efforts, where the explanatory power of contextualization and its analytical categories are further explored.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning , 2009. Vol. 14, no 1, p. 61-88
National Category
Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:vxu:diva-5374OAI: oai:DiVA.org:vxu-5374DiVA, id: diva2:223784
Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2017-12-13Bibliographically approved

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Nilsson, Per

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