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ERIC Number: EJ1106504
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1479-4802
Studying the Role of Human Agency in School Mathematics
Morgan, Candia
Research in Mathematics Education, v18 n2 p120-141 2016
Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics (EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article "zooms in" on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of analysis of examinations over a period of three decades suggest some increase in human agency, though some other aspects characteristic of higher-level mathematics may have reduced.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)