Reconceptualising agency through teachers talking about a sociocultural approach to teaching mathematics in the classroom.

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Title Reconceptualising agency through teachers talking about a sociocultural approach to teaching mathematics in the classroom.
Author Brown, Raymond Albert Joseph; Redmond, Trevor
Publication Title Navigating currents and charting directions: MERGA 31 Conference Proceedings
Editor Merrilyn Goos, Ray Brown & Katie Makar
Year Published 2008
Place of publication The University of Queensland
Publisher Mathematics Education Research Group of Australasia Inc.
Abstract This paper explores teachers' “agency” as they talk about using a Sociocultural approach to teaching and learning (Collective Argumentation) to mediate activity in the mathematics classroom. The paper examines a re-conceptualisation of teacher agency as evidence in a report by one middle school teacher of a classroom mathematics activity. Employing discourse analysis to examine aspects of teacher activity in the report, the paper relates the development of teacher agency to the appropriation of pedagogical practices and to teacher talk about those practices.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.merga.net.au/
Alternative URI http://www.merga.net.au/documents/RP82008.pdf
Copyright Statement Copyright 2008 MERGA. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
ISBN 9781920846189
Conference name Navigating Currents and Charting Directions
Location The Univeristy of Queensland
Date From 2008-06-28
Date To 2008-07-01
URI http://hdl.handle.net/10072/22278
Date Accessioned 2009-03-09
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Mathematics and Numeracy Curriculum and Pedagogy
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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