Literaturnachweis - Detailanzeige
Autor/in | Brodie, Karin |
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Titel | Pressing dilemmas. Meaning-making and justification in mathematics teaching. |
Quelle | In: Journal of curriculum studies, 42 (2010) 1, S. 27-50Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272; 1366-5839 |
DOI | 10.1080/00220270903149873 |
Schlagwörter | Pädagogik; Reformpädagogik; Verstehen; Interaktion; Lehren; Mathematik; Mathematikunterricht; Südafrika (Staat) |
Abstract | Meaning-making and justification are two important goals of current reforms in mathematics education. Working with learners to develop meaning-making and justification through communication and discussion in class can create dilemmas for teachers, particularly dilemmas between seemingly compatible reform goals. Drawing on previous descriptions of teaching dilemmas, I identify dilemmas observed in the classrooms of two reform-oriented South African teachers. Two key dilemmas are whether or not to press particular learners' meanings and whether to take up or ignore learner contributions. I show how these dilemmas are supported by the 'press' move of reform pedagogy and how these two dilemmas come together to create a third overarching dilemma: the dilemma between working with learners' meanings and encouraging justification. |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2013/1 |