The mediation of mathematical learning though the use of pedagogical tools: a sociocultural analysis


Jones, K. (2000) The mediation of mathematical learning though the use of pedagogical tools: a sociocultural analysis. In, Conference on Social Constructivism, Socio-culturalism, and Social Practice Theory: relevance and rationalisations in mathematics education, Gausdal, Norway, 15 - 19 Mar 2000. 6pp.

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Description/Abstract

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 (Paper)
Keywords: mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41272
Date Deposited: 16 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41272

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