This paper presents a re-analysis of the behaviour of Grade 8 students (aged 13–14 years) in Chile within mathematics lessons where they are engaged in their usual mathematics tasks and in a mathematics modelling task for the first time. Observations and re-analysis of the teacher’s and students’ behaviours from an enactivist perspective showed that patterns emerged, such as interval of waiting, in the interaction between the teacher and students.
|Title of host publication||Re-analysis of observations of lessons of students in Chile working on mathematical tasks|
|Publication status||Published - 2017|
- Enactivism, mathematical modelling task, actions, behaviour