Beyond binary thinking, knowing and teaching mathematics

Chigeza, Philemon (2016) Beyond binary thinking, knowing and teaching mathematics. In: [Presented at the 2016 Queensland Association of Maths Teachers Annual Conference]. From: QAMTAC-16: Queensland Association of Maths Teachers Annual Conference: big things STEM from maths, 25-26 June 2016, Cairns, QLD, Australia.

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Abstract

This presentation provides a framework for engaging binary thinking, knowing and teaching of mathematics (e.g., teacher-centred/ student-centred, transmission/discovery, explicit teaching/ inquiry). The framework proposes three general positions (1) oppositional, (2) equipositional, and (3) parapositional ways of thinking, knowing and teaching mathematics (Adam & Chigeza, 2014). Like grid points on a map the three general positions offer navigational markers in the complex terrain of mathematics education. The presentation illustrates potential strengths and weaknesses of these three general positions in regards to teaching measurement in Year 5 and Year 8 mathematics classrooms. The presentation calls for dissolving the binary teaching approaches that have proven divisive in mathematics education.

Item ID: 44604
Item Type: Conference Item (Refereed Research Paper - E1)
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Date Deposited: 14 Sep 2016 02:11
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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