Investigating Mathematics Teaching: A Constructivist Enquiry

By Barbara Jaworski | Go to book overview
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Contents
Dedication v
Preface by Series Editor xi
Preface xiii
Acknowledgments xvi
Epigraph xvii
Chapter 1An Investigative Approach: Why and How?1
Personally and Historically 1
The Origins of Investigations 2
The Purposes of Investigations 4
The Place of Investigational Work in the Mathematics Curriculum 6
Classroom Approaches 8
An Investigative Approach to Mathematics Teaching 10
Chapter 2Constructivism: A Philosophy of Knowledge and Learning14
Introduction 14
Radical Constructivism 15
Radical Constructivism and Knowledge 18
Constructivism, Meaning and Communication 20
Social Constructivism 24
Constructivism and the Classroom 25
Piaget and Vygotsky 25
Consequences for Teaching 26
The Social and Cultural Environment 28
Challenges to Constructivism 29
The Learning Paradox 29
Constructivism and Pedagogy 31
Constructivism and Ontology 34
Chapter 3Working with Two Teachers: Defining the Study36
Tentative Beginnings 36
An Outline of my First Phase of Research 37
The Early Observations 38
Emergence of Field Notes 41
Observing my Own Teaching 44

-vii-

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