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dc.contributor.authorVarhol, Astrid
dc.contributor.authorDrageset, Ove Gunnar
dc.contributor.authorHansen, Monica Nymoen
dc.description.abstractThis article presents a study of 8th grade students working in groups to solve a task about generalizing patterns. The study aimed to openly explore how progress in mathematical thinking might relate to the discourse. To do this, we first studied both separately. The progress in mathematical thinking was studied by inspecting how the groups progressed through different levels of generalization. The discourse was studied by characterizing each student interaction. When combining these, we realized that some specific types of interactions were related to students progressing to a higher level of generalization. We call these key interactions, and they were mainly of the types of advocating, locating, and reformulating. These seem clearly important for identifying evidence of progress during the discourses, but might also be helpful for understanding how specific types of interactions relates to sharing and growing mathematical thinking.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDiscovering key interactions. How student interactions relate to progress in mathematical generalizationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalMathematics Education Research Journalen_US
dc.description.localcodeOpen Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal