DSpace Collection:https://dspace.lboro.ac.uk/2134/85822016-05-01T09:59:48Z2016-05-01T09:59:48ZGaining meaning for expressions with Grid Algebra: developing the CAPS frameworkBorg, PhilipHewitt, Davehttps://dspace.lboro.ac.uk/2134/192832015-11-06T13:26:45Z2015-01-01T00:00:00ZTitle: Gaining meaning for expressions with Grid Algebra: developing the CAPS framework
Authors: Borg, Philip; Hewitt, Dave
Editors: Adams, G.
Abstract: Through examples from the early stages of a study with Grade 7 low-attaining learners from Malta using Grid Algebra, we argue for the significance of actions, pictures and symbols in learners developing concepts for formal expressions. The interrelationship between these forms the basis of the CAPS (Concept, Action, Picture and Symbol) framework as an analytical tool, which is presented in this paper.
Description: This is a conference paper, it is also available at: http://www.bsrlm.org.uk/IPs/ip35-2/BSRLM-IP-35-2-01.pdf2015-01-01T00:00:00ZThe economic use of time and effort in the teaching and learning of mathematicsHewitt, Davehttps://dspace.lboro.ac.uk/2134/186662015-09-10T10:17:45Z2015-01-01T00:00:00ZTitle: The economic use of time and effort in the teaching and learning of mathematics
Authors: Hewitt, Dave
Editors: Oesterle, S.; Allan, D.
Abstract: I start with two statements:
1. The learning of very young children before they enter school is impressive.
2. The learning of those same children, later on when they are in secondary school, is less impressive.
With respect to the first, newly born children cannot walk, speak in their first language, control their bowel movements, feed themselves, throw and catch things,…, etc. The list goes on.
For the second, I look at the mathematics curriculum at the end of primary school and compare this with the end of high school and the difference does not seem so profound. Of course, there are many other subjects as well but overall I find myself far more impressed with the learning which takes place in a child’s first few years (see Hewitt, 2009, for how observation of this has helped me reflect upon my practice).
Description: This is a conference paper and is available here with the kind permission of the publisher.2015-01-01T00:00:00ZRelating student meaning-making in mathematics to the aims for and design of teaching in small group tutorials at university level.Jaworski, BarbaraDidis, M. Gozdehttps://dspace.lboro.ac.uk/2134/182112015-07-09T15:00:13Z2014-01-01T00:00:00ZTitle: Relating student meaning-making in mathematics to the aims for and design of teaching in small group tutorials at university level.
Authors: Jaworski, Barbara; Didis, M. Gozde
Abstract: 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.
Description: This is a conference paper.2014-01-01T00:00:00ZApproaches to teaching mathematics and their relation to students’ mathematical meaning making.Jaworski, BarbaraMali, AngelikiPetropoulou, Georgiahttps://dspace.lboro.ac.uk/2134/182092016-02-18T10:58:24Z2015-01-01T00:00:00ZTitle: Approaches to teaching mathematics and their relation to students’ mathematical meaning making.
Authors: Jaworski, Barbara; Mali, Angeliki; Petropoulou, Georgia
Abstract: This paper addresses theory and practice in the teaching of mathematics in university lectures and tutorials that is designed to promote students’ mathematical meaning-making. It draws on areas of theory and five research studies to characterise teaching, to illustrate how theory can be used to analyse teaching and to relate meaning making in teachers’ teaching and students’ mathematics. It begins to develop a body of research on teaching practice and its development at university level, identify key areas of knowledge and to present questions for further research.
Description: This is a conference paper.2015-01-01T00:00:00Z