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Title: Bridging the macro-micro divide: using an activity theory model to capture socio-cultural complexity in mathematics teaching and its development
Authors: Jaworski, Barbara
Potari, Despina
Keywords: Mathematics teaching
Teaching as activity
Activity theory
Expanded meditational triangle
Macroanalysis
Microanalysis
Teaching triad
Issue Date: 2009
Publisher: © Springer Science + Business Media B.V.
Citation: JAWORSKI, B. and POTARI, D., 2009. Bridging the macro-micro divide: using an activity theory model to capture socio-cultural complexity in mathematics teaching and its development. Educational Studies in Mathematics, 72 (2), pp. 219–236.
Abstract: This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives. Considering teaching as activity, it uses Activity Theory and, in particular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework provided a way to address complexity in the activity of teaching and its development based on recognition of central social factors in mathematics teaching–learning.
Description: This article was published in the journal Educational Studies in Mathematics [© Springer Science + Business Media B.V.] and the definitive version is available at: http://dx.doi.org/DOI 10.1007/s10649-009-9190-4
Version: Accepted for publication
DOI: 10.1007/s10649-009-9190-4
URI: https://dspace.lboro.ac.uk/2134/8799
Publisher Link: http://dx.doi.org/10.1007/s10649-009-9190-4
Appears in Collections:Published Articles (Mathematics Education Centre)

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