CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teaching for structure and generality: Assessing changes in teachers mediating primary mathematics
Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.ORCID iD: 0000-0002-6453-1623
Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
Show others and affiliations
2019 (English)In: Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7-12 July 2019: Volume 2, Research reports (A-K) / [ed] M. Graven, H. Venkat, A. A. Essien & P. Vale, Pretoria, South Africa: PME , 2019, p. 41-48Conference paper, Published paper (Refereed)
Abstract [en]

From a sociocultural perspective that a teacher’s use of mediational means is central to student learning, this paper presents an analysis of six teachers and their mediating, across a two-three year time gap. Drawing on the Mediating Primary Mathematics framework – developed to examine the type and quality of mediational means – we propose two composite assessments of quality of mediation – extent and depth – that indicate the extent to which teaching addresses mathematical structure and generality. The findings reveal a range of differences in these two assessments for each of the six teachers, but that all six teachers were more coherent in their use of mediational means in the later lesson than in the earlier one. These findings have implications for other schooling systems and researchers seeking to improve the quality of mathematics instruction.

Place, publisher, year, edition, pages
Pretoria, South Africa: PME , 2019. p. 41-48
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-46680ISBN: 978-0-6398215-2-8 (print)ISBN: 978-0-6398215-3-5 (electronic)OAI: oai:DiVA.org:hj-46680DiVA, id: diva2:1365423
Conference
43rd Conference of the International Group for the Psychology of Mathematics Education, 07-12 July 2019, Pretoria, South Africa
Available from: 2019-10-24 Created: 2019-10-24 Last updated: 2019-10-24Bibliographically approved

Open Access in DiVA

Full-text(242 kB)11 downloads
File information
File name FULLTEXT01.pdfFile size 242 kBChecksum SHA-512
7fc2f2a6bf86c4bf279b4a432f957ea4b0ae1a3dec981398badf1bd5e62be4c6084c4d1b50189adbf8f29aba9f011d99724a120200773c6eb348e791b469dfe6
Type fulltextMimetype application/pdf

Other links

Proceedings

Authority records BETA

Venkat, Hamsa

Search in DiVA

By author/editor
Venkat, Hamsa
By organisation
Mathematics Education Research
DidacticsMathematics

Search outside of DiVA

GoogleGoogle Scholar
Total: 11 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 71 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf