Knowledge Resource
Research Summary: Making mathematical reasoning visible: a qualitative comparative case study of students’ reasoning, representation, and communication
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 26 September 2026
- Last updated
- 9 November 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A qualitative comparative case study examined how secondary school students' mathematical reasoning, use of representations, and communication are externalized during problem-solving, even when solutions are correct. The research aimed to make visible the differences in these competencies as students engage with non-routine algebraic problems.
Why it matters
Understanding how individuals externalize their reasoning and problem-solving approaches is critical for effective knowledge transfer and skill development within any domain. This insight can inform the design of learning environments, training programs, and assessment methods that better capture and cultivate foundational competencies.
Key insights
- Mathematical reasoning and communication are central goals in contemporary mathematics education.
- Qualitative evidence regarding the externalization of reasoning and communication during problem-solving is limited.
- The study investigated how reasoning, representation use, and engagement modes become visible during problem-solving, even for correct solutions.
- A qualitative comparative case study design was used, focusing on three secondary school students.
- Students were observed solving a non-routine algebraic problem designed to elicit representational transitions and justification.
- Data was collected from written solution artifacts and follow-up semi-structured interviews.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1884096
Related intelligence and resources
Previous
Gender differences in attitudes toward disability among university students in health and education programs
Next
How Harvard scientists built genomics outpost on Gloucester harbor
From memorization to meaningful learning: ADEA webinar explores critical thinking for transformative education in Africa
Knowledge Resource
ADEA drums up support for a more focused push for classroom delivery at the IBSA Quality foundational learning symposium
Knowledge Resource
Beyond the lab: ecological validation of classroom-native multimodal learning analytics in an active learning classroom
Knowledge Resource
What makes a “good” counterexample? Criteria for the comparison of counterexamples and for fostering subject matter-oriented reflections among preservice teachers
Knowledge Resource
Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy
Knowledge Resource
Welcoming Tom Savage as Coursera’s New Chief Legal Officer and Secretary
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00931
- Version
- v1.0 · r0
- Issued
- 26 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Making mathematical reasoning visible: a qualitative comparative case study of students’ reasoning, representation, and communication
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.