id: 06589080
dt: a
an: 2016c.00359
au: Askew, Mike; Venkat, Hamsa; Mathews, Corin
ti: Coherence and consistency in South African primary mathematics lessons.
so: Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International
Group for the Psychology of Mathematics Education “Opportunities to
learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22,
2012, Vol. 2. Taipei: National Taiwan Normal University. 27-34 (2012).
py: 2012
pu: Taipei: National Taiwan Normal University
la: EN
cc: D39 D32 C72
ut: pedagogic content knowledge; primary school teachers; mediating means;
mathematical objects
ci:
li:
ab: Summary: This paper contributes to the body of research on the pedagogic
content knowledge required for primary school teachers to teach
mathematics effectively. The particular focus is on teachers from ten
schools in South Africa engaged with a longitudinal research and
development project: the Wits Maths Connect-Primary project (WMC-P). We
report on a video of a lesson that on the surface ‘works’ in that
the teacher provides mediating means (physical, verbal and symbolic)
that allow most of the learners to successfully complete the tasks set
in the whole-class setting, though not so successfully within
individual work. Our analysis reveals, however, that there are
mismatches in the coordination of tasks, mediating means and
mathematical objects, with each co-varying as tasks unfold, resulting
in the mathematical objects not emerging for many learners.
rv: