Designing Instructional Sequences for Ethical, Critical and Mathematical Reasoning
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| Title: | Designing Instructional Sequences for Ethical, Critical and Mathematical Reasoning |
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| Language: | English |
| Authors: | Reinke, Luke T., Register, Jordan T., Stephan, Michelle |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Instructional Design, Mathematics Instruction, Ethics, Critical Thinking, Heuristics, Learning Trajectories, Mathematics Education, Thinking Skills, Statistics Education, Social Justice, Charter Schools, Middle School Students, Teaching Methods |
| Abstract: | Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these tasks will be taken up by teachers. We describe our attempt to employ heuristics from the instructional design theory of realistic mathematics education [RME] to create a sequence aimed at developing students' critical and ethical reasoning while also developing new mathematical understandings of ratio, proportion and percents. We propose emergent adaptations to two of the realistic mathematics education design principles then propose an additional ethical principle to guide the development of future RME sequences. [For the complete proceedings, see ED630210.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED630314 |
| Database: | ERIC |
| Abstract: | Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these tasks will be taken up by teachers. We describe our attempt to employ heuristics from the instructional design theory of realistic mathematics education [RME] to create a sequence aimed at developing students' critical and ethical reasoning while also developing new mathematical understandings of ratio, proportion and percents. We propose emergent adaptations to two of the realistic mathematics education design principles then propose an additional ethical principle to guide the development of future RME sequences. [For the complete proceedings, see ED630210.] |
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