Focusing on the 'middle ground' of example spaces in primary mathematics teaching development in South Africa (original) (raw)
Our focus in this paper is on locating ways of working with teachers' use of conventional example spaces to include a focus on structure, abstraction and generality in primary mathematics teaching in South Africa. We share the ways in which we have worked with trajectories of working with example spaces in two strands within our framework for analyzing teaching in terms of teachers: 'mediating primary mathematics'. We discuss the ways in which this work with example spaces differs from previous writing where emphasis is placed on moving beyond conventional example spaces towards the realms of boundary examples. The ways in which attention to structure and generality might be retained in the context of conventional example spaces are discussed, with focus too on why this might be useful to do in a developing country context marked by very low mathematical performance.
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