| 1. |
- Bartolini Bussi, M G, et al.
(författare)
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Mathematics in context: focusing on students
- 2009
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Ingår i: Challenging Mathematics In and Beyond the Classroom – The 16th ICMI Study. - New York : Springer Science+Business Media B.V.. - 9780387096032 ; , s. 171-203
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Bokkapitel (refereegranskat)abstract
- This chapter presents nine case studies in which school students engage in challenging mathematics outside their immediate classroom environment. In each case, students are encouraged to collaborate in investigations that go beyond the standard curriculum and creatively use the ingredients of the particular context. In Italy, students visit a mathematical laboratory to understand and utilize mathematical machines. Morning assembly at an Indian school brings students from many classes together in the solution of mathematical problems. Four of the projects are from France: students analyze the configuration of a heap of sand, pursue astronomical investigations with software, obtain a flavor of research by having secondary school teams investigate interesting problems, and are presented at all levels with open-ended research problems. There are three programs from the United States, the first, an advanced geometry sequence for secondary students completing the regular syllabus early, the second, activities arising from exhibits in an art museum, and the third, using the school lawn to deepen student understanding of geometric constructions. All such activities need to be evaluated for their effectiveness, so that they move from just being initiatives of dynamic individuals to serve as the foundation for systemic improvements in the way in which students learn, understand and use mathematics. In the early part of this chapter, we briefly mention how research into such activities might be approached.
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| 2. |
- Blomqvist, Charlotta, et al.
(författare)
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Att kommunicera om likamedtecknet
- 2013
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Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning. - 0348-2723. ; :4, s. 39-42
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I denna artikel beskriver en lärare och en forskare sitt arbete med att utveckla den muntliga kommunikationsförmågan inom matematik i en fjärdeklass. Aktionsforskning utgör bakgrunden för arbetet och likamedtecknet står i fokus när eleverna utmanas i sitt matematiska tänkande med hjälp av lappar.
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| 3. |
- Gade, Sharada, 1960-
(författare)
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Accounting for situated experience in socio-cultural-historical inquiry : Bakhtinian utterance in a mathematics classroom
- 2010
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Ingår i: Proceedings of the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, 3-5 June 2009. - Stockholm : Stockholm University. ; , s. 148-156
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Konferensbidrag (refereegranskat)abstract
- This paper discusses two cases of instruction from within a mathematics classroom, in which the situated experience of participants is informed using Bakhtinian utterance as analytical construct. The first illustrates situatedness and shared reference between teachers and students in the social speech of the classroom, with reference to the generic ‘When we multiply, we add’ in the teaching-learning of exponents. The second discusses the sharing of experience and the shaping of reason by students solving a problem as a group, in relation to a graph depicting the movement of an elevator between two floors where the word ‘stop’ is used to both convince and be convinced by the other. Located within a socio-cultural-historical study and accounting for the materiality of language in which individual intention, meaning and experience is populated, a Bakhtinian analysis enables access to both individual and collective thinking. This approach in turn informs the nature of active knowing in the teaching-learning of mathematics and its authoritative word.
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| 4. |
- Gade, Sharada, 1960-
(författare)
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Activity settings and pedagogical categories
- 2015
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Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 17:2, s. 148-149
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Tidskriftsartikel (refereegranskat)abstract
- This report discusses analysis of data collected as participant observer during doctoral work (Gade, 2006), examined more recently with Engeström’s version of activity theory (Gade, 2014). The empirical data under consideration refer to two particular group tasks conducted by two experienced teachers at the commencement of the academic term, with all students assembled into small groups. I consider the conduct of these tasks as an Activity setting (Tharp & Gallimore, 1988), in realising which teachers exemplified the pedagogical category of Joint productive activity (Dalton & Tharp, 2002). These two constructs draw on cultural historical activity theory (CHAT) perspectives which explain how human consciousness and personality develop in goal-directed activities.
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| 5. |
- Gade, Sharada, 1960-
(författare)
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Adopting a theory/practice stance for educational action: Three examples from mathematics classrooms
- 2013
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Konferensbidrag (refereegranskat)abstract
- I shall demonstrate my conduct of action research at Grades four and eight in Sweden. By drawing on cultural-historical and/or Vygotskian perspectives, I shall explore the nuances of its theory/practice approach with three examples from ongoing classroom practices. In the first I shall draw on the theory of explicit mediation1 to rectify the faulty use of the = sign by students and share my collaboration with a teacher at Grade four. In the second, I shall draw upon exploratory talk and report my work with the same teacher in relation to the topic of measurement, within a project on communication and mathematics for which she had obtained funding. Finally, I shall present my conduct of an action strategy with two teachers at Grade eight, situated as their classrooms and school were in a wider environment facing consequences of global recession. In doing so I attempt to unravel the interplay between existing research/theory and situated practice, which together informed the taking of collaborative educational action as practitioners.
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| 6. |
- Gade, Sharada, 1960-
(författare)
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Analysing appropriation in a mathematics classroom: The case of a textbook and a mnemonic
- 2008
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Konferensbidrag (refereegranskat)abstract
- The appropriation of cultural resources in any social environment is of theoretical interest in order to understand Vygotsky's contention of how skills that are interpsychological become intrapsychological, allowing the individual to direct attention to elements that are necessary to carry out a particular task at hand. The analysis of appropriation is of methodological interest to be able to obtain explanatory power and understand as Rogoff argues how students comprehend their roles, transform practice through appropriation and relate their participation from one activity to another. Combining a theoretical and methodological interest, this paper discusses two instances of appropriation by students who utilise a textbook and a mnemonic in meeting instructional goals in the classroom teaching-learning of mathematics. Leont'ev distinguished the process of appropriation as unique to human ontogenetic development, one that takes place in an objective world of cultural resources. In analysing embedded goals, mastery of cultural resources and transformation of practice, an understanding is sought of the complex, collaborative and situated conditions that facilitate the process of appropriation and the cultural nature of human development.
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| 7. |
- Gade, Sharada, 1960-
(författare)
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Analysing two group-tasks and a collaborative classroom practice with Engeström’s activity theory
- 2014
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Ingår i: Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Volume 34 Number 1. ; , s. 43-48
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Konferensbidrag (refereegranskat)abstract
- Two teachers, Olaf and Knut, conducted two group-tasks in succession, early in the academic year at a gymnasium or upper secondary school in Norway. In doing so they steered classroom practice away from traditional instruction, with Olaf alone as teacher, to cooperative learning in small groups with guidance from both. While the first group-task titled When Together initiated cooperative learning by students in small groups, the second titled How Heavy initiated student groups to build upon group cooperation and work with other groups in a collaborative classroom practice. It was Olaf and Knut’s intention to have their students cooperate in small groups at all times and collaborate with students from other groups on occasion. A few months into the year, Olaf and Knut’s students’ groups had opportunity to discuss rules of cooperation whereupon their collaborative classroom practice became the norm. Using examples of students’ attempts at both group-tasks, I portray Olaf and Knut’s initiation of such a practice. Using Engeström’s activity model I shed light on how students' participation was transformed to meet with their intentions.
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| 8. |
- Gade, Sharada, 1960-
(författare)
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Artefact mediated classroom practice
- 2007
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Ingår i: Relating practice and research in mathematics education - Proceedings of Norma05. - Trondheim : Tapir Academic Press. ; , s. 257-269
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a classroom study of meaning being made by students working in small groups in a mathematics classroom at an upper secondary school. A naturalistic study, it observes student activities within the classroom from a socio-cultural-historical perspective. It addresses the artefact mediated classroom practice, wherein student participation and meaning making is guided and apprenticed by the teachers. Mediated by artefacts within intentional practices, the mathematics classroom constitutes a culture which is also the medium for meaning making.
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| 9. |
- Gade, Sharada, 1960-
(författare)
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Close-to-practice classroom research by way of Vygotskian units of analysis
- 2012
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Ingår i: Proceedings of the 12th International Congress on Mathematics Education (ICME), 8-15 July 2012, Seoul, Korea. ; , s. 4312-4321
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the potential of Vygotskian units in researching classroom practices. Adopting a close-to-practice approach and action research where possible, an attempt is made to shed light on ongoing practices across grades 4-6, 7-9 and the gymnaisum. The theory/practice approach adopted keeps alive the relationship between theory-which-informs and theory-being-built, as well as existing-practice and steered-practice in these studies. The potential to inform researcher reflexivity and guide educational action along with the ability of units to grasp complexity, from as many perspectives as possible, and ascend to the concrete is brought forward. Such a strategy is deliberate, geared towards informing practitioner inquiry in ongoing classrooms.
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| 10. |
- Gade, Sharada, 1960-
(författare)
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Cooperation and collaboration as zones of proximal development within the mathematics classroom
- 2010
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Göteborgs universitet. - 1104-2176. ; 15:2, s. 49-68
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Tidskriftsartikel (refereegranskat)abstract
- Beyond understanding the Vygotskian construct of zone of proximal development or ZPD with reference to an individual student, this paper explores the formation of ZPD within the pedagogical constructs of cooperation, wherein students cooperate with each other within their groups; as well as collaboration, wherein students from different groups that constitute the classroom collaborate with each other. Identified on the basis of functions that are in the process of maturing, the formation of either ZPD is exemplified from a socio-cultural-historical study at an upper secondary mathematics classroom in Norway. An emphasis on what distinguishes events in instruction that are educational from those that are not is also explored, before illustrating what nature of ZPD is established. The role of guidance received, imitation and cultural resources in the development of higher mental functions is understood as these ZPD are formed, enabling students to act independently within the classroom teaching-learning of mathematics.
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