Using a Cognitive-Scientific Inflected Anthropological Approach to Researching the Teaching and Learning of Elementary School Mathematics: An Instance of the Use of Aggregates

Autor/in	Davis, Zain
Titel	Using a Cognitive-Scientific Inflected Anthropological Approach to Researching the Teaching and Learning of Elementary School Mathematics: An Instance of the Use of Aggregates
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 3, S.289-298 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Zain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1224635
Schlagwörter	Anthropology; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Grade 3; Elementary School Teachers; Foreign Countries; Manipulative Materials; Mathematical Concepts; Cognitive Processes; Number Systems; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Anthropologie; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hilfsmittel; Cognitive process; Kognitiver Prozess; Number system; Zahlensystem
Abstract	Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into consideration the proposition that human beings possess biologically endowed, human-specific modes of cognition that have structuring effects on pedagogic practices. I illustrate that aspect of my methodological focus by exploring a case of the use of aggregates in a Grade 3 lesson, arguing that the teacher thinks of aggregates in part-whole terms, as fusions, and not in set-theoretic terms, colouring her evaluations of learners' productions. I use the analysis as an illustration to support my argument that anthropological descriptions of pedagogic practices that emerge in school lessons are enhanced by incorporating accounts of the more general human-specific cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01