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Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research. Wits School of Education South Africa.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0001-7556-7974
2014 (English)In: Proceedings of the Joint Meeting of PME 38 and PME-NA 36 / [ed] Cynthia Nicol, Susan Oesterle, Peter Liljedahl, Darien Allan, 2014, Vol. 5, 337-344 p.Conference paper, Published paper (Refereed)
Abstract [en]

In this paper analysis of Grade 3 mathematics teaching in South Africa shows evidence of associations between teaching and learning outcomes in an adapted learning study. The intervention dealt with partitioning and part-part-whole relations, taking a structural approach within tasks and representations. Our analysis of this teaching emphasizes simultaneity of examples, and connections within and across examples and representations. This analysis indicated differences in enactment of a jointly planned lesson that related to different patterns of learning outcomes between the three classes. Episodes of teaching containing work with representations marked by connections and simultaneity closed gaps in learning outcomes seen in the pre-test.

Place, publisher, year, edition, pages
2014. Vol. 5, 337-344 p.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-25575OAI: oai:DiVA.org:hj-25575DiVA: diva2:779255
Conference
PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2017-11-07Bibliographically approved

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CiteExportLink to record
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