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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 At Conference on Social Constructivism, Socio-culturalism, and Social Practice Theory: relevance and rationalisations in mathematics education, Norway. 15 - 19 Mar 2000. 6 pp.

Record type: Conference or Workshop Item (Paper)

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.

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More information

Published date: March 2000
Venue - Dates: Conference on Social Constructivism, Socio-culturalism, and Social Practice Theory: relevance and rationalisations in mathematics education, Norway, 2000-03-15 - 2000-03-19
Keywords: mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS, DGE
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41272
URI: http://eprints.soton.ac.uk/id/eprint/41272
PURE UUID: 12852dfe-c5ba-4cd3-baeb-ab2f287e6915
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 16 Aug 2006
Last modified: 17 Jul 2017 15:31

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