Physical Sciences and Mathematics Commons^™

A Re-Emergent Analysis Of Early Algebraic Learning, Steven Boyce, Diana Moss

Extension Research

In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students’ early algebraic reasoning.