Affect in Mathematical Modeling pp 177-199 | Cite as

# Chapter 8: Development of Modelling Routines and Its Relation to Identity Construction

## Abstract

In this chapter, we link between modelling activity and affect through the concept of “identifying” or identity construction, as conceptualized within the communicational framework (Heyd-Metzuyanim and Sfard 2012; Sfard 2008). Our aim is to trace the development of modelling abilities through following the development of routines and the changes in identifying talk that co-occur along this development. For this aim, we follow a group of five prospective teachers as they worked on two model-eliciting tasks. Their working process was video recorded and transcribed. The participants’ discourse was analyzed to identify changes in routines while working on the two modelling tasks along with changes in their subjectifying talk (communication about themselves and others). We were able to trace changes in both these measures. Regarding the mathematical talk, we identify a change from a nonsystematic choosing-routine to systematic-choosing-routines and from routines that focus on choosing specific cases to routines that focus on eliciting criterions for choosing. Regarding their identifying activity, we show how participants initially build on their everyday roles in real life (such as mother, citizen and student), to justify their claims in the modelling activity. Later, when routines become more systematic and established, there is much less identifying talk, and claims are justified based on mathematical narratives. We link these findings to previous findings regarding the interaction of mathematizing and identifying activities in mathematical learning.

## Keywords

Modelling Model eliciting activities Routine Communicational framework Identity Subjectifying and mathematizing## References

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