By Elizabeth de Freitas, Margaret Walshaw
This booklet explicates a few of the primary philosophical tenets underpinning key theoretical frameworks, and demonstrates how those tenets tell specific forms of learn perform in arithmetic schooling study. We think deep knowing of important theories from the arts and social sciences is important for doing top quality study in schooling. consequently, this ebook specializes in six key theoretical resources, unpacking their relevance and alertness to express examine examples. We situate those key theorists inside of a bigger framework relating the background of inspiration extra typically, and talk 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 study equipment, with the time table of assisting researchers give some thought to why specific ways and never others may well paintings for them.
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Additional info for Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data
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. , Bruner, J. , & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100. Chapter 3 Michel Foucault Margaret Walshaw Abstract Michel Foucault (1926–1984) lived and worked in the midst of vibrant intellectual, social and political times.
Ella summed up the mathematizing element of the classroom from her perspective: [Regarding the class’s teacher earlier in the year] If you didn't understand something she wouldn’t explain it as well as Ms B could and if you, it was almost as though the way, it’s like, the activities that she was putting us through, one, they weren’t very challenging and two, they weren’t, we weren't getting the same benefit out of them as Ms B’s activities. Like the ones Ms B puts us through, they’re very good and they teach you like a lot of things and you actually learn a lot from them.
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Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data by Elizabeth de Freitas, Margaret Walshaw