Núria Gorgorió
Autonomous University of Barcelona
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Featured researches published by Núria Gorgorió.
Educational Studies in Mathematics | 2001
Núria Gorgorió; Núria Planas
In this paper we present the way in which language issues have become a relevant factor in research which aims to study the socio-cultural aspects of mathematics education in classrooms with a high percentage of immigrant students. Our research on language issues focuses on two aspects, namely the language as a social tool within the mathematics classroom and the language as a vehicle in the construction of mathematical knowledge. We introduce our problem within this area and provide a rationale for our research methodology, not avoiding its drawbacks,but rather giving examples of the kinds of difficulties we encountered. The paper highlights the integrated nature of the social, cultural and linguistic aspects of mathematics teaching and learning, and illustrates the fact that, even if the mathematical language can be considered universal, the language of ‘doing mathematics within the classroom’ is far from being universal.
Archive | 2002
Núria Gorgorió; Núria Planas; Xavier Vilella
We understand the schooling of the immigrant children as a transition process, because when they arrive into a new country they have to cope with the many changes involved in moving from one culture to another. In particular, they have moved from one school culture into another, if they have attended school, or perhaps they have moved from a ‘no-schooling’ culture into a school culture. We regard immigrant students as having the need to build a bridge from the meanings of their initial situation to those of the present one. All of them have the right to be offered the opportunity to develop their potentialities to the full, regardless of their country of origin or the reasons for their migration. We believe that school should contribute to help them create a continuity between their home and the host culture’s meanings. From that point of view, and not avoiding the researchers’ commitments to society and particularly to teachers and students, the goal of our study is to find teaching approaches that contribute to co-construct the students’ transition in order to make it as smooth as possible. We say ‘co-constructing the transitions’ because a one-sided construction would not be complete, since the meanings a child brings to a situation, as Bruner states, ‘are not to his own advantage unless he can get them shared with others’ (1990, p. 13). Everyone involved in the dynamics of the mathematics classroom has to participate in the negotiation of the meanings associated with the diverse situations, in order to ensure a real sharing of them (Kao & Tienda, 1998).
European Journal of Psychology of Education | 2005
Núria Gorgorió; Núria Planas
Drawing on socio-cultural theory, we understand the norms regulating the practices within the mathematics classroom as resulting from the social representations of the socially dominant groups and of the school culture related to what constitutes learning mathematics. Immigrant studients, having their own personal histories as members of particular social groups, and having been in school traditions other than the one predominant in the host society, have their own images of what mathematics in school is about. Individuals interacting in the classroom are all re-interpreting the different episodes from the perspective of the social representations of the larger groups with which they identify themselves. In multiethnic classrooms different re-interpretations of the same norms clash. The lack of negotiation gives rise to obstacles to immigrant students’ participation in the mathematical conversations and, therefore, interferes with the students’ learning process.RésuméPartant des théories socioculturelles, nous interprétons les normes régulant les pratiques dans les cours de mathématiques comme étant en relation avec les représentations sociales des groupes sociaux dominants et avec la culture de l’école concernant ce qui constitue l’apprentissage des mathématiques. Ayant leurs propres histoires personnelles en tant que membres de certains groupes sociaux, et ayant eu des traditions scolaires différentes de celle qui prédomine la culture d’accueil, les élèves immigrants ont leurs propres images de ce que sont les mathématiques scolaires. Les individus en interaction dans la classe interprètent les différents épisodes sur la base des représentations sociales des groupes avec lesquels ils s’identifient. Dans les classes multiéthniques, différentes réinterprétations d’une même norme entrent en collision. L’absence de négociation fait obstacle à la participation des élèves immigrants dans les conversations mathématiques et ainsi interfere avec les processus d’apprentissage des élèves.
Educational Studies in Mathematics | 1998
Núria Gorgorió
This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the tasks characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.
Mathematics Education Research Journal | 2004
Núria Planas; Núria Gorgorió
We analyse social interactions during the first days of class in a secondary mathematics classroom (15 and 16-year-olds) with a high percentage of immigrant students. Our analyses show the co-existence of different models for both the interpretation and the use of classroom social norms and socio-mathematical norms. Valorising some behaviours over others appears as part of the discursive practices of mathematics classrooms. Local and immigrant students are not expected to behave in the same way, nor are they treated in the same way. The teacher and some students, who are familiar with the prevailing norms, cancel certain norms for a while in such a way that some immigrant students are excluded from fully participating in the mathematical discussion.
Revista Latinoamericana de Investigación en Matemática Educativa | 2013
Lluís Albarracín; Núria Gorgorió
En este articulo introducimos los problemas de estimacion de grandes cantidades. Nos proponemos estudiar la presencia de procesos de modelizacion matematica y la influencia del contexto de estos problemas en las propuestas de resolucion de alumnos de Educacion Secundaria. A partir de un analisis cualitativo de diferentes dimensiones de las propuestas recogidas (respuesta orientada a la pregunta, estrategias, exito en la resolucion), estudiamos la existencia de relaciones entre las estrategias propuestas por los alumnos y los contextos planteados en las situaciones de los enunciados de los problemas, y la modelizacion de las situaciones planteadas. De los datos recogidos en nuestro estudio se deduce que el contexto puede influir en las propuestas de resolucion que hacen los alumnos. Concluimos que este tipo de problemas pueden ser utilizados para introducir la modelizacion en las aulas.
Archive | 2015
Lluís Albarracín; Núria Gorgorió
In this chapter, we introduce inconceivable magnitude estimation problems as a subgroup of Fermi problems. The problems we use in our study require counting the amount of people in different situations. Based on the experience of a classroom activity carried out with 15-year-old students, we describe the process they went through to solve the problems, and discuss in which ways these problems provide knowledge to critically analyse the information that appears in the media.
Archive | 2017
Àngels Aymerich; Núria Gorgorió; Lluís Albarracín
This chapter reports on the solutions of 22 groups of Year 10 students (15–16 years old) to a model-eliciting activity involving interpretation of data, namely, lists of salaries from five companies. Students were asked to see what could be ascertained about the structure of the company based on their mathematical or statistical analysis of the data. The students had no previous modelling experience but some understanding of statistics. Solutions based on the concepts and the processes involved in the models are represented in a graph. This analysis tool allowed distinguishing of significant differences between students’ responses. Results show a wide range of concepts and mathematical procedures were used. The activity promoted mathematical modelling and could be the first of a didactic sequence aimed at working on data distribution and dispersion.
Archive | 2017
César Gallart; Irene Ferrando; Lluís M. García-Raffi; Lluís Albarracín; Núria Gorgorió
In this chapter, we present a tool for analysing the work of secondary-level students from two different schools when they solve a type of Fermi problem. The tool is based on the characterisation of the concepts, procedures and language used to construct the models. Our results show that the proposed tool is useful to describe the models and to distinguish different aspects between the models produced by students without any previous modelling experience and those obtained by students who were already acquainted with working on modelling activities.
International Conference on Games and Learning Alliance | 2016
Aura Hernández-Sabaté; Lluís Albarracín; Daniel Calvo; Núria Gorgorió
Video games are promising tools in educational environments since they have features that can promote learning in a playful environment. Formerly, we identified mathematics learning opportunities in a real time strategy video game. Going further, in order to precisely understand which information the students use to solve the challenges provided by the video game, this paper presents an eye tracker based tool to identify processes of mathematics problem solving while playing the game. The first preliminary results show the potential of the tool to further identify metacognitive and mathematics problem solving processes.