Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Selen Galiç, Selin Urhan, Zsolt Lavicza
Johannes Kepler University
⬇ Download PDFThis paper argues that students’ mathematical thinking can be reframed as rational behaviour manifested in their participation in mathematical activity. Drawing on Habermas’s theory of rationality, we conceptualise students’ engagement through epistemic, teleological, and communicative components, which provide observable and theoretically grounded indicators of understanding. To address the long-standing challenge of specifying what teachers should notice, we integrate this perspective with the expanded teacher noticing framework and propose the Teacher Noticing of Rationality Framework. The paper contributes to the networking of theories in mathematics education by articulating connections, and offers implications for research on noticing and the design of teacher educations
teacher noticingrationalitymathematics education