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ERIC Number: EJ880751
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0022-0272
Pressing Dilemmas: Meaning-Making and Justification in Mathematics Teaching
Brodie, Karin
Journal of Curriculum Studies, v42 n1 p27-50 2010
Meaning-making and justification are two important goals of current reforms in mathematics education. Working with learners to develop meaning-making and justification through communication and discussion in class can create dilemmas for teachers, particularly dilemmas between seemingly compatible reform goals. Drawing on previous descriptions of teaching dilemmas, I identify dilemmas observed in the classrooms of two reform-oriented South African teachers. Two key dilemmas are whether or not to press particular learners' meanings and whether to take up or ignore learner contributions. I show how these dilemmas are supported by the "press" move of reform pedagogy and how these two dilemmas come together to create a third overarching dilemma: the dilemma between working with learners' meanings and encouraging justification. (Contains 5 extracts and 17 notes.)
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 - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa