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Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing

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Abstract

In the research reported in this paper, we develop a theoretical perspective to describe and account for the growth of collective mathematical understanding. We discuss collective processes in mathematics, drawing in particular on theoretical work in the domains of improvisational jazz and theatre. Using examples of data from a study of elementary students’ mathematical learning, we introduce and explore the new constructs of Collective Image Making (CIM), Collective Image Having (CIH), and Collective Property Noticing (CPN) and show how these contribute to the students’ growing mathematical understanding.

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Acknowledgments

The research presented here is supported by the Social Sciences and Humanities Council of Canada (SSHRC) Standard Research Grant #410-2009-0383.

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Authors and Affiliations

  1. Faculty of Education, York University, 4700 Keele Street, Toronto, ON, M3J 1P3, Canada

    Lyndon C. Martin

  2. University of Calgary, Calgary, Canada

    Jo Towers

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  1. Lyndon C. Martin
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  2. Jo Towers
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Correspondence to Lyndon C. Martin.

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Martin, L.C., Towers, J. Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing. Educ Stud Math 88, 3–18 (2015). https://doi.org/10.1007/s10649-014-9552-4

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