RUME 27
2025
Alexandria, Virginia
The Guided Reinvention of Equivalence Classes and Equivalence Relations
Page: 1108
We present a preliminary local instructional theory of students’ guided reinvention of equivalence classes and equivalence relations that has resulted from engaging in one iteration of the design research cycle. We leverage the instructional design theory of Realistic Mathematics Education (Freudenthal, 1991) to design a task sequence in an experientially real setting that can guide students to reinvent equivalence classes, equivalence relations, and their properties. In this paper, we present our revised task design describing the rationale, task implementation in a classroom setting, and analyses of student reasoning. Further, we conclude by discussing our plan to reimplement the tasks in another iteration of the design research cycle.