Investigating Mathematics Teaching : A Constructivist Enquiry.

Format:

Book

Author/Creator:

Jaworski, Barbara, author.

Series:

Studies in mathematics education series ; 5.

Studies in mathematics education series ; 5

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Constructivism (Education).

Physical Description:

xvii, 231 p. : ill.

Edition:

1st ed.

Place of Publication:

London : RoutledgeFalmer 1996 Los Angeles : Sony Electronics [distributor]

Language Note:

English

Summary:

Annotation The author addresses a number of questions that are central to research on reform in mathematics education today. It charts the author's own developing ideas and accounts for this research both genetically and biographically.

Contents:

Cover

Half Title

Title Page

Copyright Page

Dedication

Table of Contents

Preface by Series Editor

Preface

Acknowledgments

Epigraph

Chapter 1 An Investigative Approach: Why and How?

Personally and Historically

The Origins of Investigations

The Purposes of Investigations

The Place of Investigational Work in the Mathematics Curriculum

Classroom Approaches

An Investigative Approach to Mathematics Teaching

Chapter 2 Constructivism: A Philosophy of Knowledge and Learning

Introduction

Radical Constructivism

Radical Constructivism and Knowledge

Constructivism, Meaning and Communication

Social Constructivism

Constructivism and the Classroom

Piaget and Vygotsky

Consequences for Teaching

The Social and Cultural Environment

Challenges to Constructivism

The Learning Paradox

Constructivism and Pedagogy

Constructivism and Ontology

Chapter 3 Working with Two Teachers: Defining the Study

Tentative Beginnings

An Outline of my First Phase of Research

The Early Observations

Emergence of Field Notes

Observing my Own Teaching

Participant Observation and Analysis

A Lesson on Tessellations

My Immediate Account of Reflections on the Pair of Tessellations Lessons

Later Reflections on this Account

Conclusion

Chapter 4 The Research Process

A Very Brief Overview

The Choice of an Ethnographic Approach

Focus and Emphasis of the Researcher

Data Collection

Interpretive Enquiry

Data Analysis

Significance

The Place of Theory in Ethnographic Research

Validation and Rigour

A Constructivist Perspective

Chapter 5 Interlude 1: From Phase 1 to Phase 2

Theory Validation to Theory Construction

The 'Fit' with Radical Constructivism

Relating Constructivism to Teacher development

Implications for Phase 2.

Chapter 6 Clare: Origins of the Teaching Triad

Background

The School and the Mathematics Department

Analysis of Clare's Autumn-term Lessons

Management of Learning

Categorization of Data

Identifying Management of Learning

Further Manifestations of Management of Learning

Sensitivity to Students

Mathematical Challenge

An Investigative Approach?

Analysis of the Spring-term Lessons

The Packaging Lesson

The Lines-crossing Lesson

Teacher's and Students' views

Characterizing Clare's Teaching

Chapter 7 Mike: Significant Episodes and the Teaching Triad

The Teaching Triad Related to Mike's Teaching

Teacher's and Students' Views

Tensions for the Teacher

Balance: Management and Control, Sensitivity and Challenge

Chapter 8 Interlude 2: From Phase 2 to Phase 3

Teacher and Researcher Awareness

Recognition of an Issue: The Teacher's Dilemma

The Researcher's Dilemma

Implications for Phase 3

Chapter 9 Ben: Affirming the Teaching Triad

The Teaching Triad

The 'Moving Squares' Lesson

Creating an Environment for Thinking and Involvement

The Lesson Opening

Working on the Task

An Investigative Lesson-Why?

Didactic Versus Investigative Teaching

The Vectors Lesson

A Didactic Lesson-Why?

Theoretical Considerations

Chapter 10 Investigative Mathematics Teaching: Characteristics and Tensions

Characteristics of Classrooms Observed

Teaching Acts: Some Common Themes

Characterizing the Teaching Role: Teaching Outcomes

Establishing Mathematical Meaning

Engendering Mutual Trust and Respect

Encouraging Responsibility for Own Learning

Tensions

The Teacher's Dilemma.

The Didactic-Constructivist Tension

The Didactic Tension

The Double Dialectic

A Counter-example

Chapter 11 Reflection and Development Thinking and Reflection-Some Starting Points

The Teacher-Researcher Relationship

Stage 1: Reflecting

Stage 2: Accounting for

Stage 3: Critical Analysis

Development of Teaching: Teaching Knowledge and Teaching Wisdom

Researcher Perceptions

Reflecting on the Conceptual Model

The Epistemology of Practice

Supporting the Reflective Teacher

My Own Development as a Reflective Practitioner

Reflective Practice Is 'Critical' and Demands 'Action'

Investigative Teaching

Chapter 12 Epilogue

Theory and Practice

The Problematic Position of Classroom Knowledge

Constructivism and its Place in this Research

Individual and Social Dimensions

From Individual to Intersubjective Knowledge

Socio-cultural Perspectives

An Interactionist Perspective

Social Constructivism in this Study

The Value of this Study for Teachers and Other Practitioners

References

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. 215-225) and index.

OCLC-licensed vendor bibliographic record.

ISBN:

1-135-71611-0

9786610057269

1-135-71612-9

1-280-05726-2

0-585-44757-8

0-203-45421-9

9780203454213

OCLC:

729236967