Walls, Fiona (2005) Challenging task-driven pedagogies of mathematics. In: Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (2) pp. 751-758. From: Building Connections: Research, Theory and Practice, 7-9 July 2005, Melbourne, VIC, Australia.

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Abstract

Much primary mathematics teachers’ work consists of designing, selecting, assigning, and monitoring learning tasks. This paper uses postmodern perspectives to examine task-oriented pedagogies of mathematics, demonstrating how the discourse supporting such pedagogies conflicts both with the discourse embodied in international declarations which advance children’s right to participation in decisions affecting their lives, and also with participatory principles espoused within the discourse of ‘good governance’. The paper raises issues about children’s autonomy, entitlement to control their learning environment, and spontaneous determination of their own educational journeying and considers alternative discourses of participant-determined mathematical learning.

Item ID:	7719
Item Type:	Conference Item (Research - E1)
ISBN:	978-1-920846-08-4
Keywords:	mathematics education; pedagogic change; task-driven pedagogies
Date Deposited:	21 Jul 2010 02:48
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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