Claudia Corriveau är gästforskare på institutionen under vårterminen. Hon är annars professor på Laval University (Quebec, Canada). Hennes forskning syftar till att förstå lärares praktik genom att studera hur lärare använder laborativa material i grundskoleåren (elementary level). Claudia studerar också stadieövergångar sett från lärarpraktikens perspektiv. På seminariet kommer Claudia att presentera sin forskning om laborativa material och vilken roll de spelar för lärare i matematiska resonemang, se abstract.

 

Abstract

Curriculum around the world prescribe the use of manipulative in elementary school. Research and mathematics education communities at elementary level agree that using manipulative promote pupil learning (e.g. Moyer, 2001). Some researchers see the use of manipulative as a less abstract way of reasoning than with formal mathematical symbols (e.g. Lett, 2007, Özgün-Koca, & Edwards, 2011). This point of view leads to many assumptions such as “doing mathematics with manipulative is a concrete version of doing written mathematics” or “manipulative should support the construct of mathematical objects”. In our research about manipulative uses, we challenge these assertions. Doing mathematics with or without manipulative aren’t the same activity. Based on this premise, we developed a project called MathéRéaliser, in which, we want to understand what it is to do mathematics with manipulative in a school setting. We study the role played by manipulative in mathematical reasoning and how it can inform teachers' practise