id: 06367085
dt: a
an: 2014f.00394
au: Jaworski, Barbara
ti: Unifying complexity in mathematics teaching-learning development: a
theory-practice dialectic.
so: Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple
approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk;
978-3-319-04993-9/ebook). Advances in Mathematics Education, 439-457
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: D40 D20
ut: mathematics teaching development; inquiry communities; teaching-learning
process; documentational genesis; activity theory; university
mathematics teaching
ci:
li: doi:10.1007/978-3-319-04993-9_24
ab: Summary: This chapter addresses theory in relation to mathematics teaching
and learning development, drawing on a research study to exemplify
theoretical perspectives. In particular it addresses difficulties and
issues which arise in a developmental process, from both theoretical
and practice-based points of view. The areas of theory are those of
inquiry, community and critical alignment, which address developmental
processes in mathematics learning and teaching; documentational genesis
and instrumentation theory, which address the development of knowledge
in teaching; and finally the use of a framework from activity theory,
which addresses issues and tensions that emerge from observation and
analysis in the research. The illustrative research study addresses
perceptions of learning and its outcomes between a teaching team and a
cohort of engineering students learning mathematics in a university
system. Overall the chapter seeks to address complexity in the
developmental process and important synergies between theory, practice
and research.
rv: