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Julian Williams - One of the best experts on this subject based on the ideXlab platform.
Alienation in Mathematics Education: critique and development of neo-Vygotskian perspectivesEducational Studies in Mathematics, 2016Co-Authors: Julian WilliamsAbstract:
This paper aims to critique and develop neo-Vygotskian work in Mathematics Education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford’s ( 2011 ) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as developmental might be seen as a process of alienation. I trace this to the institutional structure of schooling, in which curriculum and pedagogy are alienated from the learner’s everyday sense. Next, I examine and critique the Vygotskian ‘Funds of Knowledge’ approach to critical Mathematics Education, which seeks to overcome alienation by subjecting the curriculum to the needs of the poor communities the school serves. Here, the critical point on alienation in the Vygotskian approach is better argued in Bourdieu’s perspective on Educational institutions as reproductive of class domination. Finally, the paper discusses the extent to which these critiques pertain to Vygotskian activity theory in general or only to these versions in particular and draws implications for the development of a critical Mathematics Education perspective in a synthesis of perspectives from Vygotsky and Bourdieu.
looking back looking forward valueing post compulsory Mathematics EducationResearch in Mathematics Education, 2011Co-Authors: Julian WilliamsAbstract:
This final article of the special issue looks back on our work on the ESRC projects, especially Keeping Open the Door to Mathematically-Demanding Courses in Further and Higher Education (published here and elsewhere), and looks forward to that of the ‘Transmaths’ projects under way – a collection of work on post-compulsory Mathematics Education during adolescence. I argue that this phase of Mathematics Education is dominated by two factors. First, there is the ‘value’ of Mathematics to the learner and to society at large, which shapes all choices, decisions and strategies. Second, there is the fact of adolescence and the special demands on Mathematics Education this poses, for theoretical thinking, for identity, and for relationships. In our project, we adopted mixed methods approaches to capturing the ‘whole person’ of the Mathematics learner (and teacher): their sense of self and motivation, their disposition to learn Mathematics, and their Mathematics self-efficacy. The key contradiction that emerges i...
Kpe Koeno Gravemeijer - One of the best experts on this subject based on the ideXlab platform.
local instruction theories as means of support for teachers in reform Mathematics EducationMathematical Thinking and Learning, 2004Co-Authors: Kpe Koeno GravemeijerAbstract:
This article focuses on a form of instructional design that is deemed fitting for reform Mathematics Education. Reform Mathematics Education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies that there has to be ample room for teachers to adjust their instruction to the students' thinking. But, the point of departure is that if justice is to be done to the input of the students and their ideas built on, a well-founded plan is needed. Design research on an instructional sequence on addition and subtraction up to 100 is taken as an instance to elucidate how the theory for realistic Mathematics Education (RME) can be used to develop a local instruction theory that can function as such a plan. Instead of offering an instructional sequence that "works," the objective of design research is to offer teachers an empirically grounded theory on how a certain set of instructional activities can work. The example...
Educational development and developmental research in Mathematics EducationJournal for Research in Mathematics Education, 1994Co-Authors: Kpe Koeno GravemeijerAbstract:
In light of anticipated changes in Mathematics Education, an alternative for the well- known "research-development-diffusion" model is presented. It is based on an integration of curriculum research and design embedded in "Educational development." In this context curriculum development is described as purposeful and sensible tinker- ing. It is argued that the theory production implied in this process may be exploited in "developmental research." However, developmental research is not yet well established as a research discipline. The core of this article is an effort to explicate the characteris- tics of developmental research and to discuss its methodological aspects.
Alexander Karp - One of the best experts on this subject based on the ideXlab platform.
the russian national subcommission of icmi and the Mathematics Education reform movement2019Co-Authors: Alexander KarpAbstract:
In this chapter, the history of the formation and functioning of the Russian National Subcommission is examined against the background of, and in connection with, the whole reform movement in Mathematics Education that developed in Russia and, even more broadly, the movement that sought political changes in the country. The following topics are addressed: the formation of the subcommission, the subcommission’s reports, Russian participation in international conferences and congresses, Russian commissions associated with reforms in Mathematics Education, and National Congresses of Mathematics teachers. In writing this chapter, archival materials were used, as well as numerous articles from the journals and newspapers of the period.
universal responsiveness or splendid isolation episodes from the history of Mathematics Education in russiaColección Digital Eudoxus, 2009Co-Authors: Alexander KarpAbstract:
This article investigates the prevalent attitudes toward foreign influences and methodologies in Russian Mathematics Education at different periods in Russian history. The words universal responsiveness belong to Dostoevsky, who, in his famous speech on Pushkin, used them to characterize Pushkins openness to the genius of all other nations. Moreover, Dostoevsky considered universal responsiveness to be typical of Russians in general. However, the isolationist tradition in Russia has been no less influential. At times this tradition has prevailed, at times it has retreated. It has expressed itself openly in political life Stalins campaign against cosmopolites was an especially striking example and its impact on the development of literature and science has been the object of extensive research. Mathematics Education, however, has rarely been looked at from this perspective. This paper will focus on a few select episodes from the history of Mathematics Education in Russia. These episodes, however, clearly demonstrate that a conflict between the isolationist and the internationalist traditions has taken place in this field as well. The paper contains a discussion of Leo Tolstoys article On the Peoples Education, little-known in the West, in which Russian Mathematics Education is aggressively and favorably contrasted with German methodologies. It also examines a methodological work from 1951, which includes a chapter entitled From the History of the struggle against Foreign Influences in Russian Mathematics. On the other hand, the article also looks at materials from Russian Mathematics teachers congresses from before the Russian Revolution, which illustrate Russian involvement and participation in processes taking place abroad. It also analyzes correspondence between the well-known Russian and American Mathematics educators Dmitriy Sintsov and David Eugene Smith, discovered by the author, which facilitates a deeper understanding of certain aspects of the issues under investigation.
universal responsiveness or splendid isolation episodes from the history of Mathematics Education in russiaPaedagogica Historica, 2006Co-Authors: Alexander KarpAbstract:
This article investigates the prevalent attitudes toward foreign influences and methodologies in Russian Mathematics Education at different periods in Russian history. The words ‘universal responsiveness’ belong to Dostoevsky, who, in his famous speech on Pushkin, used them to characterize Pushkin’s openness to the genius of all other nations. Moreover, Dostoevsky considered universal responsiveness to be typical of Russians in general. However, the isolationist tradition in Russia has been no less influential. At times this tradition has prevailed, at times it has retreated. It has expressed itself openly in political life – Stalin’s campaign against ‘cosmopolites’ was an especially striking example – and its impact on the development of literature and science has been the object of extensive research. Mathematics Education, however, has rarely been looked at from this perspective. This paper will focus on a few select episodes from the history of Mathematics Education in Russia. These episodes, however,...
Paola Valero - One of the best experts on this subject based on the ideXlab platform.
Researching research: Mathematics Education in the PoliticalEducational Studies in Mathematics, 2012Co-Authors: Alexandre Pais, Paola ValeroAbstract:
We discuss contemporary theories in Mathematics Education in order to do research on research. Our strategy consists of analysing discursively and ideologically recent key publications addressing the role of theory in Mathematics Education research. We examine how the field fabricates its object of research by deploying Foucault’s notion of bio-politics—mainly to address the object “learning”—and Žižek’s ideology critique—to address the object “Mathematics”. These theories, which have already been used in the field to research teaching and learning, have a great potential to contribute to a reflexivity of research on its discourses and effects. Furthermore, they enable us to present a clear distinction between what has been called the sociopolitical turn in Mathematics Education research and what we call a positioning of Mathematics Education (research) practices in the Political.
a socio political look at equity in the school organization of Mathematics EducationZdm, 2007Co-Authors: Paola ValeroAbstract:
This paper presents some theoretical tools to help understand the meaning of Mathematics Education as socio-political practices and the implications of these for researching Mathematics Education. Taking two cases of schools and students in Denmark and South Africa, the paper illustrates how the theoretical and methodological ideas come into operation when illuminating issues of equity. It is contended that the disadvantaged positioning of some students for participating in Mathematics teaching and learning is the result of the routines, ideas, shared meanings, and ways of talking and conceiving Mathematics Education among the actors in the school organization, inside as well as outside the classroom.
researching the socio political dimensions of Mathematics Education issues of power in theory and methodology2004Co-Authors: Paola Valero, Robyn Levenia ZevenbergenAbstract:
Contributors Preface Peter McLaren Introduction: Setting The Scene Of This Book Socio-political perspectives on Mathematics Education Paola Valero First Dialogic Unit: Challenging Traditional Research Areas From Socio-Political Perspectives The socio-political context of the Mathematics classroom. Using Bernstein's theoretical framework to understand classroom communications Stephen Lerman and Robyn Zevenbergen Assessment, learning and identity Dylan Wiliam, Hannah Bartholomew and Diane Reay Second Dialogic Unit: Findrng Alternative Theoretical Tools Postmodernity and social research in Mathematics Education Paul Ernest Problematising culture and discourse for Mathematics Education research. Defining the issues tools for research Tony Cotton and Tansy Hardy Third Dialogic Unit: Researching In Conflictive Situations Dichotomies, complementarities and tensions. Researching Mathematics teaching in its social and political context Nuria Gorgorio, Nutria Planas and Alan Bishop Lessons from research with a social movement. A voice from the South Gelsa Knijnik Fourth Dialogic Unit: Addressing The Researcher's Positioning Researching the school Mathematics culture of 'others'. Creating a self-other dialogue Anna Chronaki The fly on the edge of the porridge bowl. Outsider research in Mathematics Education Tamsin Meaney Fifth Dialogic Unit: Adopting Critical Approaches In Research Methodology Understanding for changing and changing for understanding. Praxis between practice and theory through action research in Mathematics Education Bill Atweh Research methodology and critical Mathematics Education Ole Skovsmose and Marcelo Borba Methodological challenges for Mathematics Education research from a critical perspective Renuka Vithal Epilogue: Talking Back To Mathematics Education Research School subjects, the politics of knowledge, and the projectsof intellectuals in change Thomas Popkewitz Name Index Subject Index
Reiss Kristina - One of the best experts on this subject based on the ideXlab platform.
Eye-tracking methodology in Mathematics Education research: A systematic literature review'Springer Science and Business Media LLC', 2020Co-Authors: Strohmaier Anselm, Seunarine-mackay Kelsey, Obersteiner Andreas, Reiss KristinaAbstract:
Eye tracking is an increasingly popular method in Mathematics Education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in Mathematics Education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of Mathematics Education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.status: Published onlin