Purpose-Learning mathematics is a complex process,requiring many conceptual lenses and rich data sources to document and understand students’construction of knowledge.The purpose of this article is both to introduce ...Purpose-Learning mathematics is a complex process,requiring many conceptual lenses and rich data sources to document and understand students’construction of knowledge.The purpose of this article is both to introduce a unique database on students’mathematical learning and to describe analytical techniques used to study students’growth of the knowledge of mathematics and language.Design/Approach/Methods-Our approach includes the following aspects:First,we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse,U.S.students,learning mathematics(Video Mosaic Collaborative,VMC).Second,we introduce our analytical methods,which utilize the database for collaborative study of students’learning.These methods include video-narrative analyses that display fine-grained examinations of interactions among students who are solving engaging problems that require them to reason mathematically and to represent their understandings with language and non-language forms.These analyses,referenced as VMCAnalytics,demonstrate the accessibility and flexibility of the database to study relationships among students’mathematics and language learning.Findings-The findings generated are illustrated by two examples demonstrating the accessibility and flexibility of the database to study relationships between mathematics and language learning(mathematics register).Originality/Value-The contribution of our work is illustrated by describing the rich database;employing a collaborative research approach;and signifying our understanding of relationships among students’mathematical and language learning.展开更多
文摘Purpose-Learning mathematics is a complex process,requiring many conceptual lenses and rich data sources to document and understand students’construction of knowledge.The purpose of this article is both to introduce a unique database on students’mathematical learning and to describe analytical techniques used to study students’growth of the knowledge of mathematics and language.Design/Approach/Methods-Our approach includes the following aspects:First,we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse,U.S.students,learning mathematics(Video Mosaic Collaborative,VMC).Second,we introduce our analytical methods,which utilize the database for collaborative study of students’learning.These methods include video-narrative analyses that display fine-grained examinations of interactions among students who are solving engaging problems that require them to reason mathematically and to represent their understandings with language and non-language forms.These analyses,referenced as VMCAnalytics,demonstrate the accessibility and flexibility of the database to study relationships among students’mathematics and language learning.Findings-The findings generated are illustrated by two examples demonstrating the accessibility and flexibility of the database to study relationships between mathematics and language learning(mathematics register).Originality/Value-The contribution of our work is illustrated by describing the rich database;employing a collaborative research approach;and signifying our understanding of relationships among students’mathematical and language learning.
