An investigation activity as a means of including students in mathematical sensemaking

Abstract

We report on a classroom observation undertaken as part of a larger study of mathematics classroom practice in Norway, focusing on inclusivity. We observed a Ninth grade small-group activity in which the goal was to maximise the volume of a lidless box formed by cutting out the corners from a square piece of paper and folding up the sides. We analysed the teacher-student interactions using Schoenfeld’s TRU framework. Although the investigative activity had the potential for cognitive demand and the teacher communicated intentions of exploratory work in general, as this lesson proceeded the potential for cognitive demand seemed to be scaffolded away by the teacher’s direction of students’ work. Thus, a tension between the teacher’s intentions and the actual classroom practice was evident. Our findings suggest potentials for meaningful mathematical engagements.