Research for Educational Change: Transforming Researchers' Insights into Improvement in Mathematics Teaching and Learning. Routledge Research in Education

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Sonst. Personen	Adler, Jill (Hrsg.); Sfard, Anna (Hrsg.)
Titel	Research for Educational Change: Transforming Researchers' Insights into Improvement in Mathematics Teaching and Learning. Routledge Research in Education
Quelle	(2016), (280 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1381-8732-0
Schlagwörter	Educational Change; Educational Research; Mathematics Education; Mathematics Instruction; Foreign Countries; Educational Improvement; Poverty; Social Justice; Teacher Education; Equal Education; Student Attitudes; Discourse Analysis; Mathematics Achievement; Faculty Development; Theory Practice Relationship; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsforschung; Pädagogische Forschung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Ausland; Teaching improvement; Unterrichtsentwicklung; Armut; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Diskursanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Theorie-Praxis-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	"Research for Educational Change" presents ways in which educational research can fulfil its commitments to educational practice. Focussing its discussion within the context of mathematics education, it argues that while research-generated insights can have beneficial effects on learning and teaching, the question of how these effects are to be generated and sustained is far from evident. The question of how to turn research into educational improvement is discussed here in the context of learning and teaching hindered by poverty and social injustice. In the first part of the book, four teams of researchers use different methodologies while analysing the same corpus of data, collected in a South African mathematics classroom. In the second part, each of these teams makes a specific proposal about "what can be done and how" so that its research-generated insights have a tangible, beneficial impact on what is happening in mathematical classrooms. Combining two discourses -- that of researchers speaking to one another, and that of researchers communicating their insights to those responsible for educational practice -- the book deals with the perenial question of communication between those who study educational processes and those who are directly responsible for teacher education, educational research and classroom practices. This book will be key reading for postgraduates, researchers and academics in education and particularly in the areas of mathematics education, education research, teacher education and classroom practice. It will also appeal to teacher educators, practitioners and undergraduate students interested in educational research. Following an Introduction by Jill Adler and Anna Sfard this book contains the following chapters: (1) Mathematics Education in South Africa (Jill Adler and Vasen Pillay); (2) Setting the Scene: School M, Teacher T, the Lesson and the Data (Jill Adler and Vasen Pillay); (3) Ritual for Ritual, Exploration for Exploration or What Learners Are Offered Is What They Present Back to You in Return (Anna Sfard); (4) Mathematical Discourse in Instruction Matters (Jill Adler and Erlina Ronda); (5) Dialogic and argumentation structures in one quadratic inequalties lesson (Anthony A. Essien); (6) "Eish, Iyangbhavizisa (It's Confusing)": A Critical Discourse Analysis of What Learners Say and Do in a Research Interview (Kate le Roux); (7) Teaching Mathematics as an Exploratory Activity--A Letter to the Teacher (Anna Sfard); (8) A Lesson to Learn from--from Research Insights to Teaching the Lesson (Jill Adler and Erlina Ronda); (9) Towards a Dialogic Discourse in a Mathematics Classroom: Opening and Closing Verbal Interaction (Audrey Msimanga); (10) Poor Mathematics Performance is Created in Multiple Places (Kate le Roux); (11) A Meta-level Reflection on Dialogue Between Discourses (Einat Heyd-Metzuyanim); (12) Connecting Research and Mathematics Teacher Development Through the Development of Boundary Objects (Hamsa Venkat); and (13) The Adventure of Moving Mathematics Teacher Education Forward: A Commentary (Núria Planas). Re-Thinking The Nexus Between Research and Practice (Mamokgethi Phakeng) is presented as an Afterword. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01