Close-to-practice classroom research by way of Vygotskian units of analysis
2012 (English)In: Proceedings of the 12th International Congress on Mathematics Education (ICME), 8-15 July 2012, Seoul, Korea, 2012, 4312-4321 p.Conference paper (Refereed)
This paper discusses the potential of Vygotskian units in researching classroom practices. Adopting a close-to-practice approach and action research where possible, an attempt is made to shed light on ongoing practices across grades 4-6, 7-9 and the gymnaisum. The theory/practice approach adopted keeps alive the relationship between theory-which-informs and theory-being-built, as well as existing-practice and steered-practice in these studies. The potential to inform researcher reflexivity and guide educational action along with the ability of units to grasp complexity, from as many perspectives as possible, and ascend to the concrete is brought forward. Such a strategy is deliberate, geared towards informing practitioner inquiry in ongoing classrooms.
Place, publisher, year, edition, pages
2012. 4312-4321 p.
Vygotskian units of analysis, close-to-practice research, action research, practitioner inquiry
IdentifiersURN: urn:nbn:se:umu:diva-51993OAI: oai:DiVA.org:umu-51993DiVA: diva2:491916
The 12th International Congress on Mathematics Education (ICME-12) July 8-15, Seoul, Korea (TSG21, Research on classroom practice)