The configuration of vectors in an ethics oriented towards community and its repercussion on the emergence of sophisticated arithmetic generalizations and algebraic generalizations

Abstract

The role played by social interactions between individuals in the development of algebraic thinking amongst students is currently a topic of interest for research on mathematical education. Studies from the field have identified different types of in-class social interaction, which suggest looking into how these affect the development of mathematical thinking among students. In this sense and considering ethics as a way to relate to other people, this article seeks to analyze the incidence of community-focused ethical vectors in the generalization processes conducted by 5^th-grade students, aged 10 and 11, at a school in Bogotá, Colombia. As a theoretical framework, this study uses the objectification theory, and multimodal analysis as methodological frameworks, while also providing empirical evidence to ascertain the incidence of these vectors in the generalization processes conducted by students and in the transition towards higher-level generalizations.

Types of generalization; Algebraic thinking; Forms of interaction; Community ethics