| Summary: | Abstract
This study, in the context of mathematical problem solving, aims to
explore the ways in which a piece of sample work affects pupils’ solutions
to problem-solving tasks. Mathematical problem solving is a rich, evolving
field and the use of sample work is a relatively recent development within
it. Many people believe sample student work to be useful (Evans and
Swan, 2013; Evans, Mullins and Waring, 2014) but there is not a wealth of
empirical evidence surrounding it. In this study four problem-solving tasks
were used with the same class; each had potential to be solved
algebraically. For each task an algebraically themed piece of sample work
was carefully designed by the researcher. Pupils’ work on the tasks before
and after attempting to understand the sample work provides the main
data source. Follow up interviews were carried out with four students,
chosen based on work they had produced. The prominent theme emerging
was that the influence the sample work had on pupils’ solutions depended
on how readily pupils understood the sample solution. This is argued to
pertain to Vygotsky’s zone of proximal development. The implications of
this and other findings in relation to design and use of sample work are
discussed.
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