ERIC Number: EJ986610
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: N/A
Teacher-Researcher Collaboration in a Grade Four Mathematics Classroom: Restoring Equality to Students' Usage of the "=" Sign
Gade, Sharada
Educational Action Research, v20 n4 p553-570 2012
This article portrays action research conducted in relation to students' faulty use of the equality sign in a Grade Four mathematics classroom in Sweden. Substantial background on teacher-researcher collaboration that prepares ground for the action research is offered. Drawing on cultural-historical and activity theory perspectives, the conduct of activities mediated by diagrammatic objects ("lappar") as cultural artefacts and students' inscriptions in these is also provided. As a semiotic activity, the action research cycle allows students to reflect on signs, meanings and their interrelationships while working with knowledgeable others. A three-stage conclusion discusses relevant research in mathematics education, the nature of practical theory realised, and actionable knowledge thereby possible in terms of trustworthiness. (Contains 2 notes and 4 figures.)
Descriptors: Action Research, Theory Practice Relationship, Foreign Countries, Mathematics Education, Classroom Environment, Classroom Techniques, Teacher Collaboration, Partnerships in Education, Symbols (Mathematics), Mathematical Formulas, Teacher Researchers, Mathematics Activities, Arithmetic, Grade 4, Teaching Methods, Educational Strategies, Learning Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A