Jaworski-Potari-Bridging.pdf (357.56 kB)
Bridging the macro-micro divide: using an activity theory model to capture socio-cultural complexity in mathematics teaching and its development
journal contribution
posted on 2011-09-13, 13:27 authored by Barbara Jaworski, Despina PotariThis 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.
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- Science
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- Mathematics Education Centre
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.Publisher
© Springer Science + Business Media B.V.Version
- AM (Accepted Manuscript)
Publication date
2009Notes
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/s10649-009-9190-4Publisher version
Language
- en
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