A Dialectic Analysis of Generativity: Issues of Network-Supported Design in Mathematics and Science

Autor/inn/en	Stroup, Walter M.; Ares, Nancy M.; Hurford, Andrew C.
Titel	A Dialectic Analysis of Generativity: Issues of Network-Supported Design in Mathematics and Science
Quelle	In: Mathematical Thinking and Learning: An International Journal, 7 (2005) 3, S.181-206 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1207/s15327833mtl0703_1
Schlagwörter	Conflict Resolution + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	New theoretical, methodological, and design frameworks for engaging classroom learning are supported by the highly interactive and group-centered capabilities of a new generation of classroom-based networks. In our analyses, networked teaching and learning are organized relative to a dialectic of (a) seeing mathematical and scientific structures as fully situated in sociocultural contexts and (b) seeing mathematics as a way of structuring our understanding of and design for group-situated teaching and learning. An engagement with this dialectic is intended to open up new possibilities for understanding the relations between content and social activity in classrooms. Features are presented for what we call generative design in terms of the respective "sides" of the dialectic. Our approach to generative design centers on the notion that classrooms have multiple agents, interacting at various levels of participation, and looks to make the best possible use of the plurality of emergent ideas found in classrooms. We close with an examination of how this dialectic framework also can support constructive critique of both sides of the dialectic in terms of content and pedagogy. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10