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Relating student meaning-making in mathematics to the aims for and design of teaching in small group tutorials at university level.

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conference contribution
posted on 09.07.2015, 14:59 by Barbara Jaworski, M. Gozde Didis
In a developmental research approach, from a sociocultural position, we address the meanings students make of mathematics in teaching sessions and how this relates to the intentions of the teacher and approaches to teaching. Analyses of data come from small group tutorials of one tutor with first year university mathematics students (n=5). We exemplify using data from one tutorial which addressed concepts in calculus that first year students encounter in their lectures. We explain teaching design and an approach to implementing it, and address issues that arise in practice and how these are related to students' meaning-making of mathematical concepts. Development of ‘knowledge in practice’ is seen alongside that of knowledge in the public domain.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Psychology of Mathematics Education

Citation

JAWORSKI, B. and DIDIS, M.G., 2014. Relating student meaning-making in mathematics to the aims for and design of teaching in small group tutorials at university level. IN: Oesterle, S., Liljedahl, P., Nicol, C., & Allan, D. (Eds.). Proceedings of the 38th Conference of the Psychology of Mathematics Education (PME 38) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36), 15th-20th July 2014, Vancouver, Canada. PME, volume 3, pp. 377-384.

Publisher

International Group for the Psychology of Mathematics Education / © The Authors

Version

AM (Accepted Manuscript)

Publisher statement

This 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/

Publication date

2014

Notes

This is a conference paper.

ISBN

9780864913630

ISSN

0771-100X

Language

en

Location

Kiel, Germany

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