id: 06649293
dt: a
an: 2016f.00622
au: Omuvwie, Michael
ti: Using real-life context to mediate mathematics teaching and learning.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day
conference, Durham University, UK, June 6, 2015. London: British
Society for Research into Learning Mathematics (BSRLM). 58-63 (2015).
py: 2015
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D44 D34 C34 D54
ut: critical mathematics education; upper secondary; further education;
educational research; case studies; lesson study; classroom
observation; real-life mathematics; critical mathematical thinking;
context mediated mathematical learning; teaching; pedagogy; core
mathematics; classroom discourse; dialogues; Baktin’s dialogism
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-2/BSRLM-IP-35-2-11.pdf
ab: Summary: This paper presents a joint early stage analysis of data from a
doctoral pilot study and the Mathematics for Education \& Industry
(MEI) funded ‘core maths’ project, which explored the
contextualization of real-life problems in the teaching and learning of
mathematics in post-16 core maths classrooms. The study considers the
‘criticality’ or ‘criticalness’ of students’ intuitive
mathematical reasoning on problem-solving real-life problems through
dialogue generated between students, and teachers during lesson study
sessions. Bakhtin’s philosophical orientation concerning dialogue and
difference, captured in a methodological application called
‘dialogism’, offers significant insights to classroom discourse. To
Bakhtin, dialogue, as an antidote to monologism, generates a difference
and, as a consequence, has the potential to expand students’ capacity
to cross individual borders. Case study data was collected from two
sixth form schools and an FE college, with real-life context mediated
pedagogy as the overarching research theme. Initial findings suggest
that dialogism and dialogical pedagogical practices in this context
have the potential to develop students’ critical mathematical
thinking (CMT).
rv: