PME 37 Research Forum Jaworski et al..pdf (83.3 kB)
Using activity theory to make sense of differences in perspectives on mathematics teaching
conference contribution
posted on 2014-06-05, 13:00 authored by Barbara Jaworski, Carol Robinson, Janette Matthews, Tony CroftWe use Activity Theory to make sense of findings from the design and study of an
innovative approach to teaching a mathematics module to first year (university)
engineering studentsi. The innovation was designed to promote students’ conceptual
understandings of mathematics and included use of inquiry-based questions and tasks,
a GeoGebra medium for exploring functions, small group tutorial activity and a small
group project (assessed). Significant in the findings were the differences between
teaching aims in design of teaching and student perspectives on their experiences and
learning goals (Jaworski, Robinson, Matthews & Croft, 2012). The teaching-research
team designed tasks and approaches for lectures and tutorials to engage students and
promote students mathematical meaning making, their conceptual understanding. The
students engaged with tasks in lectures and tutorials and developed their own
perceptions of this experience.
History
School
- Science
Department
- Mathematics Education Centre
Citation
JAWORSKI, B. ... et al, 2013. Using activity theory to make sense of differences in perspectives on mathematics teaching. IN: Lindmeier, A. and Heinze, A. (eds). PME 37 Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education; Mathematics Learning Across the Life Span, 28th July - 2nd August 2013, Kiel, Germany.Publisher
Published by Lulu on behalf of The International Group for the Psychology of Mathematics Education (PME) / © The authorsVersion
- AM (Accepted Manuscript)
Publication date
2013Notes
This is a conference paper.Language
- en
Editor(s)
Lindmeier, A.;Heinze, A.Administrator link
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