%0 Journal Article %1 Leron97 %A Leron, Uri %A Hazzan, Orit %D 1997 %J Educational Studies in Mathematics %K constructionism cultural development misconceptions mythesis narrative voice %T The World According to Johnney: A Coping Perspective in Mathematics Education %U http://edu.technion.ac.il/Faculty/uril/Papers/ESM_Johnny_World.pdf %V 32 %X Students in mathematical problem-solving situations often experience confusion and loss of meaning. In these situations, affective and social factors are as much part of the studentÂ’s thinking and behavior as are cognitive factors. These additional factors might include, for example, the need to make sense and the need to meet expectations of the authority figure involved (e.g., teacher or researcher). In this paper we attempt to analyze studentsÂ’ productions, taking into account such additional affective and social factors. To this end, we have tried to reproduce the studentÂ’s voice in what we call virtual monologue. It consists of a monologue in the studentÂ’s voice given in first person language, in which we try to describe as vividly and as faithfully as we can our picture of what might be going on in the studentÂ’s mind during such situations.

@article{Leron97, abstract = {Students in mathematical problem-solving situations often experience confusion and loss of meaning. In these situations, affective and social factors are as much part of the student’s thinking and behavior as are cognitive factors. These additional factors might include, for example, the need to make sense and the need to meet expectations of the authority figure involved (e.g., teacher or researcher). In this paper we attempt to analyze students’ productions, taking into account such additional affective and social factors. To this end, we have tried to reproduce the student’s voice in what we call virtual monologue. It consists of a monologue in the student’s voice given in first person language, in which we try to describe as vividly and as faithfully as we can our picture of what might be going on in the student’s mind during such situations.}, added-at = {2006-04-01T14:49:22.000+0200}, author = {Leron, Uri and Hazzan, Orit}, biburl = {https://www.bibsonomy.org/bibtex/2c6abdd3c40464208308ff437ffa4b810/yish}, citeulike-article-id = {379562}, comment = {Jere Confrey provides a valuable distinction between voice and perspective (Confrey \& Smith, 1994; …). Voice refers to the students' conceptions, whereas perspective donates the view of the more experienced partner (teacher or researcher) involved in the learning process. As Leron and Hazzan (1997) point out, we strive to examine the students' voice, but in fact only have access to its image, as filtered through our perspective. Furthermore, we must acknowledge that in the process of the constructionist teaching experiment, both voice and perspective are constantly changing. Leron and Hazzan (1997) criticise many approaches to research in maths education for focusing on the cognitive, and neglecting the affective. Where it has been addressed, it was under the subject of attitude rather than microgenetic process. A teaching situation involves the student in a (cognitive) process of making sense, but not less significant, in an (emotional) quest for meeting expectations. The boundaries between the two are not clear cut: in order to meet expectations, the learner constructs (cognitively) an image of what these expectations are. The teacher's expectations, often implicitly, are aligned with a mathematical culture, and thus direct the formation of classroom sociomathematical norms (Whitenack, Cobb \& McClain, 1995; Yackel \& Cobb, 1995) "...Instead of analyzing students’ errors, thereby stressing their weaknesses, we could try to analyze their attempts at sense making (preferably in an embedded situation), thereby stressing their strength. In other words, this shift advocates describing and classifying students productions from the students’ own view (internal), not the researcher’s (external). The latter usually compares (at least implicitly) students’ achievement with expert’s one; the former, describes the student’s experience."}, interhash = {268656134f16a2980a72d571bfe2c3bc}, intrahash = {c6abdd3c40464208308ff437ffa4b810}, journal = {Educational Studies in Mathematics}, keywords = {constructionism cultural development misconceptions mythesis narrative voice}, priority = {2}, timestamp = {2008-05-28T12:50:44.000+0200}, title = {The World According to Johnney: A Coping Perspective in Mathematics Education}, url = {http://edu.technion.ac.il/Faculty/uril/Papers/ESM_Johnny_World.pdf}, volume = 32, year = 1997 }