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Meta-Didactical Slippages In A Ninth Grade Mathematics Classroom: A Paradox Of Teaching, Nathan J. Wisdom
Meta-Didactical Slippages In A Ninth Grade Mathematics Classroom: A Paradox Of Teaching, Nathan J. Wisdom
Georgia Educational Research Association Conference
This paper examines (a) the nature of meta-didactical slippages that occurred in a ninth grade predominantly African American mathematics classroom; and (b) how these meta-didactical slippages affect students’ conceptual understanding on a unit of ninth grade mathematics. A qualitative case study that employed ethnographic techniques of data collection and analysis was conducted. The theory of didactical situations in mathematics (Brousseau, 1997) served as the lens that grounded the interpretation of the data. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.
Exploring Philosophy During A Time Of Reform In Mathematics Education, Kimberly White-Fredette
Exploring Philosophy During A Time Of Reform In Mathematics Education, Kimberly White-Fredette
Georgia Educational Research Association Conference
Current reforms in mathematics education, including the implementation of the Common Core State Standards for Mathematics, are rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks. This changing vision challenges not only teachers’ beliefs about mathematics instruction but their philosophies of mathematics as well. This study investigates the processes that four teachers go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of various modern philosophers of mathematics …