Download Investigating Mathematics Teaching: A Constructivist Enquiry by Barbara Jaworski PDF
By Barbara Jaworski
Barbara Jaworski addresses a couple of questions which are vital to investigate on reform in arithmetic schooling this present day. during this quantity she makes an attempt to chart severely but in truth her personal constructing rules as she undertakes a several-year-long enquiry into arithmetic educating and provides a really own account of her constructing conceptions, conjectures, ideas and reflections. the writer debts for her examine either genetically and biographically, at the same time restructuring the improvement of her principles and giving a rigorous, serious and reflective account.
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Extra resources for Investigating Mathematics Teaching: A Constructivist Enquiry
Example text
Research methods in an interpretivist tradition depend heavily on negotiated perceptions for their validity. Sociologists in the tradition of Mead, Schütz, Blumer and others have struggled with reconciliation of interpretations in social interactions and cultural contexts. In my research it has been important to try to reconcile differing perspectives of classroom situations and mathematical perceptions of those participating in the research. Any person’s account presents an individual, subjective, construction of events.
2, p. 160). However, Giambattista Vico, in 1710, in his treatise De antiquissima Italorum sapienta (On the most ancient knowledge of the Italians) said that, ‘mathematical systems are systems which men themselves have constructed’ (Gardiner, 1967). Richard Skemp speaks of ‘inner reality’, which corresponds closely with notions of the adaptation of experience, by the individual, in developing a consistent view of the world. , Noddings, 1990) that constructivism raises serious questions from an epistemological position, for, what does it mean to talk of individual construction as ‘knowledge’?
Borasi (1992) talks about students learning mathematics through enquiry from a view of mathematics as: fallible, socially constructed, contextualized, and culture dependent… driven by the human desire to reduce uncertainty but without the expectation of ever totally eliminating it. (Borasi, 1992) Elliot and Adelman (1975) contrast inquiry with discovery: The term inquiry suggests that the teacher is exclusively oriented towards ‘enabling independent reasoning’, and therefore implies the teacher has unstructured aims in mind.