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ERIC Number: EJ1147672
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1029-8457
Using a Cognitive-Scientific Inflected Anthropological Approach to Researching the Teaching and Learning of Elementary School Mathematics: An Instance of the Use of Aggregates
Davis, Zain
African Journal of Research in Mathematics, Science and Technology Education, v20 n3 p289-298 2016
Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into consideration the proposition that human beings possess biologically endowed, human-specific modes of cognition that have structuring effects on pedagogic practices. I illustrate that aspect of my methodological focus by exploring a case of the use of aggregates in a Grade 3 lesson, arguing that the teacher thinks of aggregates in part-whole terms, as fusions, and not in set-theoretic terms, colouring her evaluations of learners' productions. I use the analysis as an illustration to support my argument that anthropological descriptions of pedagogic practices that emerge in school lessons are enhanced by incorporating accounts of the more general human-specific cognition.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Cape Town)
Grant or Contract Numbers: N/A