Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction
Pythagoras
| Field | Value | |
| Title | Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction | |
| Creator | Brijlall, Deonarain Bansilal, Sarah Moore-Russo, Deborah | |
| Description | This article reports on an exploration of teachers’ views on the meaning of mathematical representations in a democratic South Africa. We explored teachers’ conceptions of ‘mathematical representations’ as a means to promote dialogue and negotiation. These conceptions helped us to gauge how these teachers viewed representations in mathematics. Semi-structured questionnaires were administered to 76 high school mathematics teachers who were registered for an upgrading mathematics education qualification at a South African university. Common themes in teacher conceptions of representations were investigated as part of an inductive analysis of the written responses, which were considered in terms of practices that support dialogue and negotiation. Findings suggest that these conceptions are in line with progressive notions of classroom interactions such as the inquiry cooperation model. Furthermore, the findings suggest that teachers can support the development of classroom environments that promote democratic values. | |
| Publisher | AOSIS Publishing | |
| Date | 2012-12-04 | |
| Identifier | 10.4102/pythagoras.v33i2.165 | |
| Source | Pythagoras; Vol 33, No 2 (2012); 8 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/165/239
https://pythagoras.org.za/index.php/pythagoras/article/view/165/240
https://pythagoras.org.za/index.php/pythagoras/article/view/165/253
https://pythagoras.org.za/index.php/pythagoras/article/view/165/237
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