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38 (4)
educational situations practicing reflection and matical logic): computability theory, formal
metacognition in secondary school mathematics logic, axiomatic set theory.
education” was conducted at the “Institut für
kognitive Mathematik” (IKM) (Institute for
Cognitive Mathematics) of the University of Os- 2.2. Application of the category system to the
nabrück. The title already indicates the connec- analysis of scenes of lessons
tion between metacognition and reflection. A scene of a lesson on “equation-solving” is
1
In the present project , the construct “metacogni- chosen to illustrate to what extend the processes
tion” was decomposed under mathematics didac- “reflection” and “metacognition” interact. It also
tical aspects. Single activities were identified shows which criteria are suitable to differentiate
and used to build an extensive category system reflection from other metacognitive activities.
for metacognitive activities that were observed Transcripts and pupils’ solutions that are ana-
in teacher-pupil interactions in mathematics lysed in the following are part of the mathemat-
education. This system was then applied to some ics educational databank MUMAS3.
transcript passages. The analysis emanated from
algebra lessons. In the process of the category Initial setting of the scene4:
formation, however, it became apparent that the The pupil Michaela stands in front of the black-
observed and identified activities are also de- board which contains the equation
0, 6 ⋅ ( x − 5) − 2 ⋅ (11 − 2 x ) = 1 + x that is sup-
scribable in a more general way. Consequently,
the category system can more generally be ap- 3
plied so that it can now subsume metamathe- posed to be solved. Michaela moderates the
matical activities as well (cp. Cohors-Fresenborg procedure; she calls up pupils, who are allowed
& Kaune 2005a). to dictate one term rewriting only and she writes
This at first astonishing connection between as they dictate. It is part of the classroom-culture
metamathematics and metacognition can there- that the pupil standing at the blackboard is not
fore be explained. In the context of an education supposed to control the inputs given by the class
according to the “Osnabrücker Curriculum” concerning their completeness and correctness.
(Curriculum of Osnabrueck, Cohors-Fresenborg, Also, he or she is not allowed to change the con-
2001), an incentive could be to transform cogni- tents of what is dictated.
tion, through metamathematical approaches, into
Transcript5:
a metacognition on mathematical prodedures2.
2
The importance of metacognition for the com- Rainer: Yeah, well, first I’d turn the 0, 6 into 3
,
2
prehension of mathematics is revealed by an- because then it is a little more consistent.
other observation: In mathematical science, the [Michaela draws an equivalence sign and writes the
2
thinking about the nature of mathematical con- 4 fraction 3 below the 0, 6 . She then turns to
ceptions and the typical procedures that are used Rainer.]
when practising mathematics (calculating, prov- 6 Michaela: It’s not done yet, is it?
ing, abstracting, reifying) lead to the classical Rainer: And now, of course, write down the rest
main components of metamathematics (mathe- 8 again. And, well, you could of course directly
apply the distributive law, too, hum, write it in
10 front, then you’d have to put two hum thirds
1
Supported by the German Research Foundation times x hum minus two-thirds times five hum
12 minus two-thirds times eleven minus two-thirds
under reference Co 96/5-1. In German-speaking times two x equals one plus x.
countries, this project is the first and so far only pro-
14 [Michaela writes down what Rainer dictates. Noisy
ject that intensely investigates the role of metacog-
agitation in class. Clearly visible in the video:
nition in mathematics education. All the examples 16 Moni turns to her neighbour Elfi, talks to her,
mentioned in the present study were analysed within
this project. 3
2
Examples are the scene of the lesson on the barrel MUMAS: MUltimedia-based Mathematics didac-
rule at the end of this paper as well as the episodes tical Analysis System, presented for example in
“Proving is nothing else but calculating” (Cohors- Kaune (2005).
Fresenborg & Kaune 2005b) and “Do we need a 4th 4
MUMAS-scene 254_01
5
binomial formula?” in Kaune (2001). Only the coloured text passages of this transcript are
analysed in this paper.
351
Analyses ZDM 2006 Vol. 38 (4)
justification that produces an advantage in the the teacher was additionally underlined for bet-
calculation, falls in the category of planning. ter accentuation. See Cohors-Fresenborg &
The teacher’s impulse to organise a controlling – Kaune (2005a) for information concerning the
“check it again on the blackboard” (line 40f) – is procedure of constructing the category system
associated with the same category, but a differ- and its exemplary application on further lessons.
ent subcategory.
The pupils’ metacognitive activities documented
In his contribution to the discussion, Sven shows
in the transcript reflect the results of measures
discursive qualities as well as metacognitive ac-
persistently taken in the special mathematics
tivities that are evaluated differently: In lines 55-
education during one school year. The probabil-
57, he explains to his classmates how he organ-
ity of students acting the way we observed in the
ises his controlling at home. In line 57f he re-
transcript was raised by theses measures.
ports on a deliberately chosen display format, a
deliberate marking of certain parts of the equa- One of these measures is displayed in the modi-
tion “I underline those parts most of the time”. fied role of the teacher: proposals to improve
Finally, he evaluates his procedure “this way it mathematics education (Bundesministerium für
works pretty well”. This involves the reflection Bildung und Forschung [German Federal Minis-
on a planned measure of monitoring. try of education and research], 2001, p. 49) em-
phasize that math teachers should ideally take
The three activities planning, monitoring, and
the role of a mediator that does not “feed” in-
reflection are main categories – containing sev-
formation to the pupils, but that offers opportu-
eral subcategories each – of a larger category
nities to develop and exchange their own
system that includes metacognitive activities of
thoughts. As a mediator, the teacher places pu-
learners and teachers.
pils’ ideas into the context of the lesson, relates
At first glance, the activities “planning”, “moni- the uttered thoughts to one another, and supports
toring” and “reflection” are clearly differenti- pupils in the formulation and realization of
ated. Planning is targeted at the future, monitor- ideas. While these goals are expressed as goals
ing is „online“ in the process of a mental activ- for the behaviour of the teacher, individual pu-
ity, reflection deals with an activity with hind- pils of this class already express some of those
sight, after it has been completed. Obviously, the behavioural patterns and activities.
reference to time serves as a differentiator for
these metacognitive activities. However, on
closer examination, planning or monitoring 3. Further occasions for reflection
processes can also be subject to analysis, moni-
Since working on assignments is by far the most
toring processes can be planned, maybe planned
important activity of pupils in math lessons, it is
measures can also be designated for reflection.
obvious and often postulated by didacts to use
Even a monitoring of reflection and planning
the assignments as a starting point to improve
processes is thinkable. This analysis shows that
the quality of instructions.
the activities “planning”, “monitoring”, “reflec-
tion” need to be differentiated relative to each Pupils will only change their focus of attention in class
if it becomes less important for written tests to exclu-
other. Also, the differentiation by time that was sively learn the formulas written on the blackboard. In
mentioned is not an absolute one, but merely order to achieve comprehending learning, a reorienta-
relative. This can be well observed in the analy- tion of education needs to be expressed simultane-
sis of lines 55-63. ously in tests by a rebalancing of “calculating-
assignments” and “thinking-assignments”. (Bundes-
We are here dealing with a phenomenon that is ministerium für Bildung und Forschung [German Fed-
not untypical in mathematics: Processes on one eral Ministry of education and research] 2001, p. 90)
level can become the objects of a superordinate So, how do these special assignment-types
level. In mathematics, we are used to the idea stimulating metacognitive activities and espe-
that functions themselves, understood as objects, cially reflection look like?
can become the argument of other functions (for
example when differentiating or integrating). 3.1. Reflection on calculation steps and on the
All parts of the preceding transcript that are as- adequacy of a method used
sociated with one of the categories are marked In 1997, in the recommendations concerning
with different colours. A classifying statement of curriculum design and further education of
353
Analyses ZDM 2006 Vol. 38 (4)
∧
quence in CAS-notation that corresponds to
n∈Ν
(u (n) = u (n − 2) ⋅ 10
1 1
−1
∧ u1 (1) = 1)
∧ n >1
about the question „Is there a difference between but for those that formulated the problem as
proving and calculating?“ At first glance, it is Kind (1994, p. 62) puts it: “The plurality is a
hard to understand why this question is at all guarantor for an intensive reflection on formula-
asked, because obviously nobody associates tions and other possible solutions.” Only the fol-
“calculating” with the word “proving”. The lowing request during the lesson12, which was
analysis of the pupils’ discussion reveals a spe- added to the original setting of the problem,
cial point of view, whereby the pupils consider challenged to reflect on the nature of mathemati-
calculating as a progressive term rewriting based cal concepts:
on rules. From a cognitive point of view, they
have experienced algebraic proofs as a similar T: Part b of the problem asked: “Outline a deduction
2 of the „formula“ to calculate the rotational vol-
procedure. In the course of their reflection on ume.” We have reflected a lot on these mathe-
both concepts, the pupils discover themselves 4 matical concept systems (…), but we hardly
that the use of the word „calculating” also in- used the notion „formula”.
volves term rewritings without variables. On the 6 Could you try to explain the word „formula“
other hand, with the word “proving”, they asso- and to describe it with the concepts we used?
ciate the occurrence of variables in terms.
Every pupil on high school level has got a for-
Here and also in the following, possibilities of mulary. It contains, amongst other things, axi-
reflection in mathematics education and the oms, interpreted axiom systems, definitions and
conditions and possibilities for them to become theorems. However, the concept “formula” is
effective, are only taken into consideration on mostly not used in a reflected manner. The use
the basis of German mathematics education on of the word „formulary“ alone does not contrib-
grammar school level. It is specific for this kind ute to solve the problem that was raised. Gener-
of education that pupils gain an understanding of ally, formulas are (syntactic) written figures
the typically mathematical conception and preci- which can be deduced from a given formula cal-
sion process. This process is based on an axio- culus. In the given problem, the concept “for-
matic understanding of concepts with appropri- mula” is used in the sense of an equation that
ate definition and proof concepts. In addition, only permits numbers, variables and functional
the understanding of the processes by which signs. The case at hand gives a meaning to the
such specifications come about, the handling of concept “Volume of a rotational body during
usual techniques to use the concept of a function rotation around the argument axis“, i.e. the con-
and the well-founded handling of equation sys- cept is defined. The “binomial formulas”, how-
tems are supposed to be learnt by the pupils. ever, which are well-known to the pupils, are
The following scene of a lesson is taken from an considered mathematical theorems.
intensive math course with increased demands The concepts mentioned by the teacher in line 7
after the following problem had been worked on: („the concepts we used”) are obviously concepts
such as “theorem”, “definition”, “axiom“ or
How much fits into the barrel?
“fundamental term“.
a) Show that the volume is at any
rate smaller than 400,000 cm3. 8 Anne: Well, I would say, in this case you could
maybe use the concept „definition“ instead of
b) Outline a deduction of the 10 „formula“.
formula to calculate the We didn’t call this „theorem“, I think somebody
rotational volume 12 mentioned this before, but actually this is a defi-
nition, because we stipulated that this is the case
b
V = π ⋅ ∫ [ f ( x)] 2 dx
14 and that this cannot be proved now or (…) and
therefore I would say you can also … (...).
a 16 Else: Oh yes, this can be proved!
c) Compute the volume of the T: Please, let her finish her sentence. Yes, Kira?
barrel as exact as possible.
18 Kira: Yes, actually I would say this is a theorem
because it is a .... we had ...well .... It is not a
A group of didacts formulated this problem as 20 definition.
an example for a divergent problem format. It T: Jochen!
already prompted reflection in its developing
phase, however, not for the pupils working on it, 12
MUMAS-scene 012_02
357
Analyses ZDM 2006 Vol. 38 (4)
22 Jochen: Yes, at least we derived it from other, hum, 58 that, that, I cannot deduce it any more in a dif-
areas, equations, hum, from integral calculus for ferent way, from other deviations.
24 example, and, hum, therefore you cannot really 60 Else: Not volume as such. But volume of a rota-
call it, I would say, not really call it definition, tional body. That’s what it’s about. It is no
26 as a definition …. 62 longer some arbitrary volume.
It could be said, yes with this equation it can be
28 said, yes, according to what we know, it can be Maret: Yes. But then it is more a definition of rota-
deduced from what we have had before, which 64 tional body than that of a volume, which means
30 means you can …. In any case, it turned out (...).
quite reasonably; the definition actually de- 66 Else: Yes, yes. And I, hum. If you have a definition,
32 scribes something new. And this is actually not then it is the case that you define this word – if
really something new, it has only been, yes, 68 you like, here it is ‘volume of a rotational body’,
34 found out from other areas, so to speak. you define it using other already defined con-
T: Else! 70 cepts and that, for example, would be the con-
cept “volume”.
36 Else: Well, I would anyhow say this is a definition in 72 You would use this concept, that is, one that has
so far as it is about a volume of a rotational hopefully been defined before. And you would
38 body, and we defined this with the help of, yes, 74 have to use it somehow (actually in that way).
other concepts or, yes, in this case it is the inte-
40 gral that helped to describe the volume of the ro-
tational body or, yes, we defined it. Maret presumably imagines a heuristic volume
42 The point is: The definition that now introduces that she describes pictorially by means of a Lego
such a new concept, with, and explains it with brick, which is simply there, and that she differ-
44 old concepts, which means with concepts al-
ready known. entiates clearly from the naming of things by
(16 seconds)
means of a definition. In her opinion, fundamen-
tal terms are simply there and cannot be ex-
At this stage, the teacher is content with the role plained by other concepts. In her reply, Else
of a moderator: she calls up single pupils with- clearly differentiates „Volume of a rotational
out giving own factual comments. Obviously, body“, a concept that needs to be defined (which
her intention is that the pupils develop the com- is possibly done with the formula), from the
prehension of the concept “formula” together. fundamental term “volume”. One can infer from
her comment that she agrees with Maret that
In Anne’s and Else’s opinion, a formula is a „volume“ cannot be explained more precisely,
definition, because it is a stipulation: „ ... we but that she considers the case “volume of a ro-
stipulated that this is the case“ (line 13). An un- tational body” differently. Maret’s answer to this
known concept is given a meaning by something shows that she does not differentiate between
already known (lines 42-45). In Jochen’s opin- „volume“ and „volume of a rotational body”, but
ion, however, the deduction of the formula from between “volume” (fundamental term) and “ro-
something known is a characteristic for the fact tational body” (concept to be defined). Even
that it is not a definition. though Else starts with twice a „yes”, she does
At this stage – after an interval of 20 seconds – not support Maret’s point of view, she only
Maret introduces a completely different train of agrees in parts. She talks about volume as a con-
thoughts by explaining her point of view on the cept („ ... one that has hopefully been defined
concept “volume” as a fundamental term. This before”, line 72 f). This contradicts Maret’s un-
gives rise to a spontaneous dialogue with Else derstanding of a fundamental term.
who feels challenged to defend her point of The statements clearly indicate that all pupils
view: that were involved in the discussion are awake
to the meaning of definition, theorem and fun-
46 Maret: But isn’t that, isn’t that a bit stupid, to simply
say that this is a definition, because a volume,
damental term. In their descriptions they do,
48 for me that is still something like a fundamental however, place emphasis on different things:
term which ..., which you cannot just, … it is Anne and Maret (lines 14 and 54f) stress the na-
50 like a Lego brick, it does exist and it is, I don’t ture of stipulations as regards definitions, Else
know.. and Jochen point out that something new is
52 It is certainly not a definition, because then
you’d stipulate – I’ll call this a rotational body added (lines 33 and 44). Both views are con-
54 now and I’ll explain it that way. formable. They disagree, however, concerning
Just as I say: this is a pencil case, it could also the question whether something new has been
56 be a banana, if I said: „This is a banana”. And described or deduced. The answer depends on
volume, that is the fundamental term, somehow,
358
Analyses ZDM 2006 Vol. 38 (4)
what is new and what is not new. This will then richt. [Teaching quality: The role of discursiv-
be discussed in the second part of the lesson, ity for a „good“ mathematics education on
which is not further analyzed here. grammar school level.] In Beiträge zum
Mathematikunterricht 2003 (pp. 173-180).
Hildesheim: Franzbecker.
4. Relevance of a discursive teaching cul- Cohors-Fresenborg, E. & Kaune, C. (2005a).
ture Kategoriensystem für metakognitive Aktivitä-
ten bei schrittweise kontrolliertem Argumentie-
In the pupils’ contributions presented thus far, it
ren im Mathematikunterricht. [Category sys-
is striking that reflection is often associated with
tem for metacognitive activities in stepwisely
the capability to linguistically differentiate ex-
controlled arguing in mathematics education.]
actly between things that were said, written and
Arbeitsbericht Nr. 44. Osnabrück: Forschungs-
meant. In every day education, this is supported
institut für Mathematikdidaktik.
by a discursive teaching culture. It is vital to
Cohors-Fresenborg, E. & Kaune, C. (2005b).
form a concept system in which the difference
The Metaphor “Contracts to deal with Num-
between signs and their meanings, between
bers” as a Structuring Tool in Algebra. Pro-
names and variables, the description of general
ceedings of CERME 4.
regularities and special examples, are deliber-
http://cerme4.crm.es/Papers%20definitius/3/
ately put at the pupils’ disposal. The fact that
Cohors_Kaune.pdf
reflection is naturally appreciated forms the pre-
De Corte, E. (1995). Fostering Cognitive
condition for realizing and appreciating reflec-
Growth: A Perspective from Research on
tion and is indispensable for learners and teach-
Mathematics Learning and Instruction. Educa-
ers.
tional Psychologist, 30(1), 37-46.
„If pupils learn to express themselves appropri- Dubinsky, E. (1991a). The Constructive Aspects
ately, to reflect on language, if the teacher pays of Reflective Abstraction in Advanced
attention to a correct grammar, performances are Mathematics. In L.P. Steffe (Ed.), Epistemo-
increased.” This statement by Klieme (2006), logical Foundations in Mathematical Experi-
formulated as a result of the DESI-study, refers ences. New York: Springer.
to German and English lessons, but the addition Dubinsky, E. (1991b): Reflective Abstraction in
„And if all teachers support these aims, school Advanced Mathematical Thinking. In D. Tall
as a whole will achieve better results” also im- (Ed.), Advanced Mathematical Thinking (pp.
poses this responsibility on math teachers. 95-123). Kluwer.
Flawell, J. (1979). Metacognition and cognitive
monitoring. A new area of cognitive-
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360