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Unifying complexity in mathematics teaching-learning development: a theory-practice dialectic.
chapterposted on 2015-07-10, 12:27 authored by Barbara Jaworski
This chapter addresses theory in relation to mathematics teaching and learning development, drawing on a research study to exemplify theoretical perspectives. In particular it addresses difficulties and issues which arise in a developmental process, from both theoretical and practice-based points of view. The areas of theory are those of inquiry, community, and critical alignment, which address developmental processes in mathematics learning and teaching; documentational genesis and instrumentation theory, which address the development of knowledge in teaching; and finally the use of a framework from activity theory, which addresses issues and tensions that emerge from observation and analysis in the research. The illustrative research study addresses perceptions of learning and its outcomes between a teaching team and a cohort of engineering students learning mathematics in a university system. Overall the chapter seeks to address complexity in the developmental process and important synergies between theory, practice and research.
- Mathematics Education Centre
Published inTransforming Mathematics Instruction: Multiple Approaches and Practices, Advances in Mathematics Education,
Pages1 - 1 (1)
CitationJAWORSKI, B., 2014. Unifying complexity in mathematics teaching-learning development: a theory-practice dialectic. IN: Li, Y., Silver, E.A. and Li, S. (eds). Transforming Mathematics Instruction: Multiple Approaches and Practices. Springer, pp. 439-458.
- AM (Accepted Manuscript)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
NotesThis book chapter is closed access.
Book seriesAdvances in Mathematics Education;