Mediating primary mathematics: Theory, concepts, and a framework for studying practice

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dc.contributor.author Venkatakrishnan, H
dc.contributor.author Askew, M
dc.date.accessioned 2021-01-27T10:55:12Z
dc.date.available 2021-01-27T10:55:12Z
dc.date.issued 2018-01
dc.identifier.citation Venkatakrishnan H., & Askew, M.(2018) Mediating primary mathematics: Theory, concepts, and a framework for studying practice. Educ Stud Math 97, 71–92 en_ZA
dc.identifier.issn 00131954
dc.identifier.uri https://hdl.handle.net/10539/30404
dc.description.abstract In this paper, we present and discuss a framework for considering the quality of primary teachers’ mediating of primary mathematics within instruction. The “mediating primary mathematics” framework is located in a sociocultural view of instruction as mediational, with mathematical goals focused on structure and generality. It focuses on tasks and example spaces, artifacts, inscriptions, and talk as the key mediators of instruction. Across these mediating strands, we note trajectories from error and a lack of coherence, via coherence localized in particular examples or example spaces, towards building a more generalized coherence beyond the specific example space being worked with. Considering primary mathematics teaching in this way foregrounds the nature of the mathematics that is made available to learn, and we explore the affordances of attending to both coherence and structure/generality. Differences in ways of using the framework when either considering the quality of instruction or working to develop the quality of instruction are taken up in our discussion. en_ZA
dc.language.iso en en_ZA
dc.publisher en_ZA
dc.rights Copyright © 2017, Springer Science Business Media B.V. en_ZA
dc.subject Artifacts en_ZA
dc.subject Inscriptions en_ZA
dc.subject Instructional quality en_ZA
dc.subject Mediation en_ZA
dc.subject Primary mathematics teaching en_ZA
dc.subject Sociocultural theory en_ZA
dc.subject South Africa en_ZA
dc.title Mediating primary mathematics: Theory, concepts, and a framework for studying practice en_ZA
dc.type Article en_ZA
dc.journal.volume 97 en_ZA
dc.journal.title Educational Studies in Mathematics en_ZA
dc.description.librarian MS2021 en_ZA
dc.journal.link https://doi.org/10.1007/s10649-017-9776-1 en_ZA
dc.journal.issue 1 en_ZA
dc.article.start-page 71 en_ZA
dc.article.end-page 92 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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