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Teaching for struct...
Teaching for structure and generality : Assessing changes in teachers mediating primary mathematics
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- Askew, Mike (författare)
- Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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- Venkat, Hamsa (författare)
- Jönköping University,Matematikdidaktisk forskning,Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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- Abdulhamid, Lawan (författare)
- Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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- Mathews, Corin (författare)
- Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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- Morrison, Samantha (författare)
- Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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- Ramdhany, Viren (författare)
- University of Johannesburg, South Africa
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- Tshesane, Herman (författare)
- Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
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(creator_code:org_t)
- Pretoria, South Africa : PME, 2019
- 2019
- Engelska.
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Ingår i: Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7-12 July 2019. - Pretoria, South Africa : PME. - 9780639821528 - 9780639821535 ; , s. 41-48
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https://hj.diva-port... (primary) (Raw object)
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Abstract
Ämnesord
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- From a sociocultural perspective that a teacher’s use of mediational means is central to student learning, this paper presents an analysis of six teachers and their mediating, across a two-three year time gap. Drawing on the Mediating Primary Mathematics framework – developed to examine the type and quality of mediational means – we propose two composite assessments of quality of mediation – extent and depth – that indicate the extent to which teaching addresses mathematical structure and generality. The findings reveal a range of differences in these two assessments for each of the six teachers, but that all six teachers were more coherent in their use of mediational means in the later lesson than in the earlier one. These findings have implications for other schooling systems and researchers seeking to improve the quality of mathematics instruction.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- NATURVETENSKAP -- Matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics (hsv//eng)
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