The solving of problems and the problem of meaning : the case with grade eight adolescent students

Abstract

The problem of loss of meaning in schooling and teaching-learning of mathematics is explored in a study with adolescent students at two grade eight classes in Sweden with five frames of reference: deploying CHAT theoretical perspectives, incorporating student agency and identity, conduct of an action strategy, the design of meaningful mathematical tasks and the situatedness of these in local contexts of classroom and school. Exemplary of second-order action research, the conduct of five mathematical tasks enables reformulating the situated social practice in the classrooms, evidencing overt display of student identity in the fifth and final task. The addressing of problems posed by students in this open-ended task e.g. What is your favorite sport? Have you tested smoking? allows students to combine mathematical knowing and a sense of achievement, along with their selves as perceived in their local contexts. The inclusion of problems/mathematical tasks related to students' self is thus sought for in the curriculum of mathematics for adolescent students. Teaching and problem-solving in whole and small-group at grades eight and nin