### Abstract

Original language | English |
---|---|

Title of host publication | The First Sourcebook on Nordic Research in Mathematics Education |

Editors | Lenni Haapasalo Lenni Haapasalo |

Place of Publication | Missoula, MT |

Publisher | Information Age Publishing |

Pages | 683-700 |

Number of pages | 18 |

Edition | 49 |

ISBN (Print) | 9781617350986 |

Publication status | Published - 2010 |

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### Cite this

*The First Sourcebook on Nordic Research in Mathematics Education*(49 ed., pp. 683-700). Missoula, MT: Information Age Publishing.

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*The First Sourcebook on Nordic Research in Mathematics Education.*49 edn, Information Age Publishing, Missoula, MT, pp. 683-700.

**If a quarter crashes, so it dies : Children's meaning making in mathematics lessons.** / Lange, Troels; Meaney, Tamsin.

Research output: Book chapter/Published conference paper › Chapter

TY - CHAP

T1 - If a quarter crashes, so it dies

T2 - Children's meaning making in mathematics lessons

AU - Lange, Troels

AU - Meaney, Tamsin

N1 - Imported on 12 May 2017 - DigiTool details were: publisher = Missoula, MT: Information Age Publishing, 2010. editor/s (773b) = Bharath Sriraman , Christer Bergsten , Simon Goodchild , Gudbjorg Palsdottir , Bettina Dahl Sondergaard and Lenni Haapasalo; Issue no. (773s) = 49; Parent title (773t) = The First Sourcebook on Nordic Research in Mathematics Education.

PY - 2010

Y1 - 2010

N2 - In this chapter, we present extracts from two classrooms in Denmark and New Zealand and discuss how the children made sense of mathematics activities. From a premise that children were constantly involved in meaning making, we explore how the ways, which mathematics activities were constituted, influenced the meaning that children ascribed to them. We widen the discussion to look at whether information about children's backgrounds obscures or enlightens our understanding, as researchers, of this meaning making process. In understanding the children's ascription of meaning to mathematical activities, we conclude that what is important is how children enact their agency, as a consequence of interpreting past, present and future activities.

AB - In this chapter, we present extracts from two classrooms in Denmark and New Zealand and discuss how the children made sense of mathematics activities. From a premise that children were constantly involved in meaning making, we explore how the ways, which mathematics activities were constituted, influenced the meaning that children ascribed to them. We widen the discussion to look at whether information about children's backgrounds obscures or enlightens our understanding, as researchers, of this meaning making process. In understanding the children's ascription of meaning to mathematical activities, we conclude that what is important is how children enact their agency, as a consequence of interpreting past, present and future activities.

M3 - Chapter

SN - 9781617350986

SP - 683

EP - 700

BT - The First Sourcebook on Nordic Research in Mathematics Education

A2 - Haapasalo, Lenni Haapasalo Lenni

PB - Information Age Publishing

CY - Missoula, MT

ER -