An Initial Contribution to the Development of a Design Theory of Mathematical Interests: The Case of Statistical Data Analysis

The focus of this article is on the process of cultivating students' interests so that they come to view mathematics as an activity worthy of their engagement. We first define and operationalize the notion of interests, in the process developing a perspective in which they are seen to be generative, to evolve, and to be deeply cultural. We concretize this perspective by presenting an analysis of a classroom design experiment that documents both the process by which the students' interests evolved and the means by which these developments were supported. We then frame the analysis as a case in which to tease out the implications for a nascent design theory of mathematical interests and in doing so give particular attention to the issue of equity in students' access to significant mathematical ideas