Comparing Theoretical Perspectives in Describing Mathematics Departments: Complexity and Activity

Autor/inn/en	Beswick, Kim; Watson, Anne; De Geest, Els
Titel	Comparing Theoretical Perspectives in Describing Mathematics Departments: Complexity and Activity
Quelle	In: Educational Studies in Mathematics, 75 (2010) 2, S.153-170 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-010-9248-3
Schlagwörter	Foreign Countries; Mathematics Instruction; Departments; Mathematics Education; Comparative Analysis; Theories; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Department; Abteilung; Mathematische Bildung; Theory; Theorie
Abstract	We draw on two studies of mathematics departments in 11-18 comprehensive maintained schools in England to compare and contrast the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features of the work of three departments. In the other, a mathematics department was viewed and analysed as a complex system. In both cases, it was the learning of the departments as systems rather than of individuals that was of interest. The affordances and limitations of the analytical perspectives are discussed. Taken as a whole, this paper opens up the workings of school mathematics departments in a country which has a strong department culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10