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Mediating primary mathematics: theory, concepts, and a framework for studying practice
Jönköping University, School of Education and Communication. 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.
2018 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 97, no 1, p. 71-92Article in journal (Refereed) Published
Abstract [en]

In this paper, we present and discuss a framework for considering the quality of primary teachers’ mediating of primary mathematics within instruction. The “mediating primary mathematics” framework is located in a sociocultural view of instruction as mediational, with mathematical goals focused on structure and generality. It focuses on tasks and example spaces, artifacts, inscriptions, and talk as the key mediators of instruction. Across these mediating strands, we note trajectories from error and a lack of coherence, via coherence localized in particular examples or example spaces, towards building a more generalized coherence beyond the specific example space being worked with. Considering primary mathematics teaching in this way foregrounds the nature of the mathematics that is made available to learn, and we explore the affordances of attending to both coherence and structure/generality. Differences in ways of using the framework when either considering the quality of instruction or working to develop the quality of instruction are taken up in our discussion. 

Place, publisher, year, edition, pages
Springer, 2018. Vol. 97, no 1, p. 71-92
Keywords [en]
Artifacts, Inscriptions, Instructional quality, Mediation, Primary mathematics teaching, Sociocultural theory, South Africa
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-38644DOI: 10.1007/s10649-017-9776-1ISI: 000419782300006Scopus ID: 2-s2.0-85023190596Local ID: HLKÖvrigtISOAI: oai:DiVA.org:hj-38644DiVA, id: diva2:1177397
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-01-25Bibliographically approved

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  • apa
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  • de-DE
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  • nn-NB
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