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Title: Critical theorising from studies of undergraduate mathematics teaching for students’ meaning making in mathematics
Authors: Jaworski, Barbara
Mali, Angeliki
Petropoulou, Georgia
Keywords: Critical theorising
Students’ meaning making in mathematics
Mathematics teaching practice
University mathematics teaching
Issue Date: 2016
Publisher: Springer © The Author(s)
Citation: JAWORSKI, B., MALI, A. and PETROPOULOU, G., 2016. Critical theorising from studies of undergraduate mathematics teaching for students’ meaning making in mathematics. International Journal of Research in Undergraduate Mathematics Education, DOI: 10.1007/s40753-016-0044-z, pp. 1 - 30
Abstract: This paper focuses directly on mathematics teaching practice at university level, exploring “what teachers do and think daily, in class and out, as they perform their teaching work” (Speer et al. in The Journal of Mathematical Behavior, 29, 99–114, 2010, p. 99). It is based on a small corpus of research conducted from sociocultural perspectives with qualitative and interpretative studies into mathematics teaching and the meanings it promotes for students learning mathematics. Two settings of teaching are explored: lectures and small group tutorials in which teachers are research mathematicians or mathematics educators. Analyses make use of a range of theoretical perspectives to interpret the complexities of teaching based on observations of teaching activity and interviews with teachers. Critical Theorising is seen through critical use of existing theory and construction of new theory: through the analytical process it provides insights into teaching and ways in which teaching does or can develop to promote students’ meaning making in mathematics. The paper draws attention to the finer details of teaching practice and teachers’ thinking that lie behind judgments such as ‘traditional’ or ‘transmissionist’.
Description: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Version: Published
DOI: 10.1007/s40753-016-0044-z
URI: https://dspace.lboro.ac.uk/2134/23017
Publisher Link: http://dx.doi.org/10.1007/s40753-016-0044-z
ISSN: 2198-9745
Appears in Collections:Published Articles (Mathematics Education Centre)

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