id: 06639088
dt: a
an: 2016f.00453
au: Winbourne, Peter; Ghosh, Suman
ti: Planning for active participation in mathematics: promoting democratic
practices in mathematics classrooms.
so: Barmby, P. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day
conference, King’s College, London, UK, March 1, 2014. London:
British Society for Research into Learning Mathematics (BSRLM). 131-136
(2014).
py: 2014
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D30 D40 C60
ut: authentic mathematical activity; democratic participation; student
activities; teaching methods; problem posing; educational research;
citizenship education; values education; mathematics and society;
educational objectives; goals of mathematics education; learning
objectives; mathematics and politics; big ideas
ci:
li: http://www.bsrlm.org.uk/IPs/ip34-1/BSRLM-IP-34-1-23.pdf
ab: Summary: We believe students’ participation in school activities should
be democratic and that this can best be achieved by planning for
‘authentic’ mathematical activity, which is characterised by the
way in which students and their teachers work together mathematically.
Students have the opportunity ‘to pose their own problems, make their
own conjectures and discoveries, to be wrong, to be creatively
frustrated, to have an inspiration, and to cobble together their own
explanations and proofs’ and to engage in mathematics as ‘art of
explanation’. We make use of ‘Big Ideas’ as a tool for shifting
the object of activity in the mathematics classroom to participation in
authentic mathematical activity. This report draws on data from an EU
sponsored research project, ‘Awareness of Big Ideas in Mathematics
Classrooms’, and a small scale follow-up project with Secondary
Mathematics PCGE students at London South Bank University.
rv: