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- W2029606604 abstract "This article sets forth a way of connecting the classroom instructional environment with individual students' generalizations. To do so, we advance the notion of focusing phenomena, that is, regularities in the ways in which teachers, students, artifacts, and curricular materials act together to direct attention toward certain mathematical properties over others. The construct of focusing phenomena emerged from an empirical study conducted during a 5-week unit on slope and linear functions in a high school classroom using a reform curriculum. Qualitative evidence from interviews with 7 students revealed that students interpreted the m value in y = b + mx as a difference rather than a ratio as a result of counterproductive generalization afforded by focusing phenomena. Classroom analysis revealed 4 focusing phenomena, which regularly directed students' attention to various sets of differences rather than to the coordination of quantities." @default.
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- W2029606604 date "2003-01-01" @default.
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- W2029606604 title "How Focusing Phenomena in the Instructional Environment Support Individual Students' Generalizations" @default.
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- W2029606604 doi "https://doi.org/10.1207/s15327833mtl0501_01" @default.
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