Abstract
In this chapter, we investigate Leikin’s (2014) (Challenging mathematics with multiple solution tasks and mathematical investigations in geometry. In: Li Y et al. (Eds.), Transforming mathematics instruction: multiple approaches and practices, advances in mathematics education (pp 59–80). Springer International Publishing, Cham, 2014) concept of mathematical challenge in the context of a digital technology environment called TouchCounts. Based on an analysis of a grade 1 classroom, we propose a reframing of mathematical challenge that better suits this environment, and that also takes into account the socio-material dimensions of mathematical activity, in line with the inclusive materialist approach of de Freitas and Sinclair (Mathematics and the body: Material entanglements in the classroom. Cambridge University Press, New York, 2014). Our reframing leans on the distributed and material aspects of mathematical activity, shifting the focus from individual, mental cognitive states to more collective, embodied affect.
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Notes
- 1.
Please see the video on this webpage to consider how TouchCounts works: http://touchcounts.ca/about.html.
- 2.
Placing more than 10 fingers simultaneously would require the help of another classmate, of course.
- 3.
The children had previously worked on a task that involved 6 children, which the researcher reminded them of.
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Sinclair, N., Ferrara, F. (2023). Towards a Socio-material Reframing of Mathematically Challenging Tasks. In: Leikin, R. (eds) Mathematical Challenges For All . Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-18868-8_16
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