By Elizabeth de Freitas, Margaret Walshaw
This booklet explicates the various primary philosophical tenets underpinning key theoretical frameworks, and demonstrates how those tenets tell specific different types of study perform in arithmetic schooling study. We think deep knowing of vital theories from the arts and social sciences is essential for doing top of the range examine in schooling. as a result, this publication makes a speciality of six key theoretical resources, unpacking their relevance and alertness to express examine examples. We situate those key theorists inside of a bigger framework bearing on the historical past of concept extra as a rule, and speak about how competing theories of educating and studying range when it comes to their philosophical assumptions. In so doing, we provide context and motivation for specific examine equipment, with the time table of supporting researchers contemplate why specific techniques and never others could paintings for them.
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Extra resources for Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data
X is equal to what? Students: Negative 3. 43) Teacher: Yeah. You can put this line of working in, or you can go straight to the answer, it’s up to you. T: Okay, now I just want to finish, there’s one other actual point that I want to make. How can I check my answer? How can I check my answer? How do I know whether I have this correct or not? How can I check that, what can I do? What can I do, Emma? Ms B was not content to stop at students’ explanations. She pressed students forward and in the process, a conceptual shift was made by the student who had originally been confused.
This was a gradual process for the students, as the teacher explained: These are bright girls, you know. They’re pretty sharp, but to encourage them to actually do some thinking and take some responsibility for their learning was a real challenge. In the sense that many of them had been used to been given a worksheet and they just do that, you know they’d do the same kind of concept 50 times. They weren’t able to apply their knowledge to think, and, and to make those connections themselves. And also to learn for understanding as opposed to a set rule that you just regurgitate and you just keep doing that 100 times.
I’ve got one question for you, and I might have to leave that hanging until you get up to Year 11 or 12 [age 15/16 and 16/17]. Could you have more than one answer? From whole-class discussions and particularly from the students’ physical response to her teaching, Ms B could gauge the student’s thinking and the way in which the knowledge had been internalized. She explained: [What is particularly rewarding about teaching this class] is their development and their, you know, their light switch goes on when they’re like, oh I get that, oh.