By Elizabeth de Freitas, Margaret Walshaw
This ebook explicates the various basic philosophical tenets underpinning key theoretical frameworks, and demonstrates how those tenets tell specific forms of learn perform in arithmetic schooling study. We think deep realizing of important theories from the arts and social sciences is important for doing top of the range learn in schooling. consequently, this publication specializes in six key theoretical resources, unpacking their relevance and alertness to express learn examples. We situate those key theorists inside of a bigger framework touching on the background of proposal extra typically, and speak about how competing theories of educating and studying vary by way of their philosophical assumptions. In so doing, we provide context and motivation for specific examine tools, with the time table of assisting researchers think about why specific methods and never others may well paintings for them.
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Extra resources for Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data
Instructional tasks: Classroom discourse and students’ learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393–425. , & Karliner, S. (2005). Developing a psychology that builds community and respects diversity. , & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. ), Third international handbook of mathematics education (pp. 41–68). Rotterdam: Springer.
Walkerdine, V. (1989). Counting girls out. London: Routledge. V. (1985). Cultural, communication, and cognition: Vygotskian perspectives. New York, NY: Cambridge University Press Whitenack, J. -K. (2001). The teacher’s and students’ important roles in sustaining and enabling classroom mathematical practices: A case for realistic mathematics education. In M. ), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 415–422). Utrecht: PME.
She made use of the concept of ZPD as a framework for exploring teaching and learning practices within a secondary school classroom, in general, and for investigating, in particular, the way in which participants were ‘pulled forward into mathematical inquiry’ (p. 262). Fundamental to the exploration, in keeping with the dialectical tradition, was the agency of the learner. In the analysis the ZPD was utilized from three perspectives: (1) as scaffolding, (2) student-student collaboration and (3) interweaving.