The mediation of mathematical learning through the use of pedagogical tools: a sociocultural analysis
Jones, Keith (2000) The mediation of mathematical learning through the use of pedagogical tools: a sociocultural analysis. Conference on Social Constructivism, Socio-culturalism, and Social Practice Theory: relevance and rationalisations in mathematics education, Gausdal, NO, 15 - 19 Mar 2000. 6pp.
- Accepted Manuscript
Available under License Creative Commons Attribution Non-commercial.
Download (30Kb) | Preview
A sociocultural analysis suggests that pedagogical artifacts employed in the teaching and learning of mathematics both enable and constrain learning. This paper summarises three classroom studies of mathematics learning that have utilised a sociocultural approach. Each of the studies indicates how insight can be gained into the ways in which students attempt to make sense of the mathematics they encounter.
|Item Type:||Conference or Workshop Item (Invited Paper)|
|Keywords:||mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS, DGE|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
|Date Deposited:||16 Aug 2006|
|Last Modified:||17 Dec 2014 12:16|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)