Browsing by Author "Tupouniua JG"

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    How does a teacher sustain collective mathematizing among non-dominant students?
    (East China Normal University Press and World Scientific Publishing Co Pte Ltd, 2024-10-01) Tupouniua JG; Hunter J
    In this paper, we describe a teacher’s attempt to sustain collective mathematizing among non- dominant students in a classroom that emphasizes collective success. Taking a collectivist stance, we conceptualize the featured classroom as one in which the students function as a single learning organism. We analyze three roles that the teacher played within a lesson focused on students’ engagement with repeating patterns. Specifically, we discuss the affordances of the three roles with respect to sustaining three characteristics of a classroom that functions as a single learning organism.
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    Using test cases to refute incorrect existentially quantified propositions: An exploratory study
    (Elsevier Inc, 2025-12-01) Tupouniua JG; Smith J
    Towards the goal of extending the applicability of test cases to the context of existentially quantified propositions, the present study explores how test cases might support learners with refuting their incorrect existentially quantified propositions. We present and analyze data from two separate instances in which two in-service primary school teachers initially made incorrect existentially quantified propositions and then were asked to find a valid example of their respective propositions (i.e., an element of the subject that satisfies the predicate). The participants were given, and sometimes generated their own, test cases which led to an iterative process of ruling out potential examples and classes of potential examples. Our analysis of this iterative process as it emerged within our specific research setting, comprising among aspects, particular researcher-participant interactions, sheds light on how these test cases afford and support the development and refinement of the learners’ respective existentially quantified propositions.