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Doctor of Philosophy, (Education)
Study Completed: 2008
College of Education
Mathematics Education: Teacher Development and its relationship to classroom practice.
Ms Hunter explored how two teachers developed communities of mathematical inquiry, which facilitated student access to, and use of, a range of proficient mathematical practices. A collaborative design approach supported the development of a communication and participation framework, which mapped out the gradual transformation of the classroom discourse patterns from those of conventional learning situations. Significant changes were revealed as the teachers progressively shifted interaction norms to engage the students in collective inquiry and argumentation. Higher levels of student involvement in mathematical dialogue resulted in increased intellectual agency and verbalised reasoning. The research findings provided insights into ways teachers can be assisted to develop pedagogical practices, which support constitution of inquiry communities. Models for ways teachers can draw on and use their Maori and Pasifika students’ ethnic socialisation to constitute mathematical communities are represented in the case study exemplars.
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Last updated on Tuesday 04 April 2017