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ERIC Number: EJ986610
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0965-0792
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.)
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: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden