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Title: Unifying complexity in mathematics teaching-learning development: a theory-practice dialectic.
Authors: Jaworski, Barbara
Editors: Li, Yeping
Silver, Edward A.
Li, Shiqi
Keywords: Mathematics teaching development
Inquiry communities in learning and teaching mathematics
Documentational genesis
Activity theory
University mathematics teaching
Issue Date: 2014
Publisher: © Springer
Citation: JAWORSKI, 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.
Series/Report no.: Advances in Mathematics Education;
Abstract: 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.
Description: This book chapter is closed access.
Version: Accepted for publication
DOI: 10.1007/978-3-319-04993-9_24
URI: https://dspace.lboro.ac.uk/2134/18227
Publisher Link: http://dx.doi.org/10.1007/978-3-319-04993-9_24
ISBN: 9783319049922
ISSN: 1869-4918
Appears in Collections:Closed Access (Mathematics Education Centre)

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