By Elizabeth de Freitas, Margaret Walshaw
This e-book explicates a few of the basic philosophical tenets underpinning key theoretical frameworks, and demonstrates how those tenets tell specific types of learn perform in arithmetic schooling study. We think deep realizing of important theories from the arts and social sciences is important for doing high quality examine in schooling. therefore, this ebook specializes in six key theoretical assets, unpacking their relevance and alertness to precise learn examples. We situate those key theorists inside of a bigger framework referring to the historical past of idea extra usually, and talk about how competing theories of training and studying range by way of their philosophical assumptions. In so doing, we provide context and motivation for specific study equipment, with the time table of supporting researchers examine why specific ways and never others may possibly paintings for them.
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Additional info for Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data
For example, the class had been working on solving 3x + 2 = −7. 37) S: Now that’s 3x plus 2 equals negative 7. It doesn’t make sense because what the, what the answer, the x is… T: Shall we go through it and solve the rest of it? Ss: Yes. S: Because I know what the answer is to 4x plus 2 equals x minus 7, but now I don’t know. T: Okay, let’s go through and finish it off. Right, so from here what are we going to do? Yep, Grace? S: 3x equals negative 9. T: Can you just talk us through that, how you got to the negative 9?
They included three key concepts: discourse, power and knowledge, and deﬁnitions given to these concepts are generally considered far reaching. In this chapter, we explore those concepts and discuss examples of research in mathematics education that have taken up and applied these Foucauldian concepts to analyse the circulation of power within schools and governing institutions. We then analyse the classroom discourse and interaction patterns to understand how language not only produces meaning but also positions speakers in speciﬁc relations of power.
1978/1924). Werke. Vol. 3: Die deutsche ideologie. Berlin: Dietz Mercer, N. (2000). Words and minds: How we use language to think. Abingdon: Routledge. Minick, N. (1987). The development of Vygotsky’s thought: An introduction. In R. W. Rieber & A. S. ), The collected works of L. S. Vygotsky. Volume 1: Problems of general psychology (pp. 17–36). New York, NY: Plenum. Moll, L. C. (1990). Introduction. In L. C. ), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp.