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ERIC Number: EJ1040941
Record Type: Journal
Publication Date: 2014-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0013-1954
Understanding Practices in Mathematics Education: Structure and Text
Morgan, Candia
Educational Studies in Mathematics, v87 n2 p129-143 Oct 2014
The practices of mathematics education can be investigated at a wide variety of levels: from the actions of individual students or teachers through classroom interactions, school structures, curriculum specifications and materials, teacher development programmes and local, national or international systems of instruction and assessment. These levels are, however, inter-related. The study of a national curriculum gains significance as we see how it impacts upon and is interpreted by teachers and students. The study of an individual's actions makes more sense when these are interpreted in light of the broader context within which the individual is situated. This article is a version of a plenary lecture presented at the Psychology of Mathematics Education conference in 2009, addressing the conference theme "In Search for Theories in Mathematics Education". In it, I trace the development of my own search for theories to address my wish to understand practices in the field and suggest some tools from linguistics, critical discourse analysis and social theory that can help to make such connections between the various levels of investigation, illustrating with a range of examples.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A