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作者 Jaworski, Barbara
書名 Investigating Mathematics Teaching : A Constructivist Enquiry
出版項 London : Taylor & Francis Group, 1994
©1996
國際標準書號 9780203454213 (electronic bk.)
9780750703734
book jacket
版本 1st ed
說明 1 online resource (250 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
系列 Studies in Mathematics Education
Studies in Mathematics Education
附註 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 -- Introduction -- 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 -- Background -- The Teaching Triad Related to Mike's Teaching -- Management of Learning -- Sensitivity to Students -- Mathematical Challenge -- 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 -- Significance -- Implications for Phase 3 -- Chapter 9 Ben: Affirming the Teaching Triad -- Background -- 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 -- The Lesson Opening -- Working on the Task -- 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
Barbara Jaworski addresses a number of questions that are central to research on reform in mathematics education today. In this volume she attempts to chart critically yet honestly her own developing ideas as she undertakes a several-year-long enquiry into mathematics teaching and gives a very personal account of her developing conceptions, conjectures, thoughts and reflections. The author accounts for her research both genetically and biographically, simultaneously restructuring the development of her ideas and giving a rigorous, critical and reflective account
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
鏈接 Print version: Jaworski, Barbara Investigating Mathematics Teaching : A Constructivist Enquiry London : Taylor & Francis Group,c1994 9780750703734
主題 Mathematics -- Study and teaching.;Constructivism (Education)
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