Crossing philosophical divides: adding poststructuralist insight into building, maintaining and changing teaching for better learning
Klein, Mary (2009) Crossing philosophical divides: adding poststructuralist insight into building, maintaining and changing teaching for better learning. In: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (1), pp. 677-680. From: 32nd annual conference of the Mathematics Education Research Group of Australasia, 5 - 9 July 2009, Wellington, New Zealand.
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Teaching mathematics responsibly involves more than the application of disciplinary and pedagogical knowledge; it also involves appreciating and implementing flexible and dynamic interactional patterns that value diversity and students’ idiosyncratic attempts to make sense of learning. New ways-of-being a teacher that support the unpredictable and creative in learning reach into, yet beyond, the psychological and sociocultural for their philosophical ground. An overarching poststructural arm of analysis assumes that power relations inherent in interactional patterns in learning and work constitute or create practice.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||learning; pedagogy; poststructuralist concepts|
|Date Deposited:||19 May 2010 05:26|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 20%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 30%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 50%
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 20%