Uniting psychological, sociocultural and poststructural axes of analysis to better understand learning in mathematics
Klein, Mary (2009) Uniting psychological, sociocultural and poststructural axes of analysis to better understand learning in mathematics. Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. 32nd annual conference of the Mathematics Education Research Group of Australasia , 5 - 9 July 2009, Wellington, New Zealand , pp. 664-668.
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Psychological views of learning have long informed mathematics and numeracy education. Such views support reasoning processes as foundational to the construction of knowledge and its application. In this cognitive sense the learning process is productive, though it can also be productive in the construction of identity (the learner’s sense of self as a legitimate participant in numerate practices). A poststructural axis of analysis recognises the power relationships in all teaching interactions, and the learner’s constitution as active numerate participant with/in them.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||learning; learning context; pedagogy; mathematics; epistemology|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 20%|
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 30%
13 EDUCATION > 1301 Education Systems > 130105 Primary Education (excl Maori) @ 50%
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%|
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 20%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
|Deposited On:||19 May 2010 15:40|
|Last Modified:||12 Feb 2011 21:52|
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