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  • Privileging a Contextual Approach to Teaching Mathematics: A Secondary Teacher's Perspective

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    BrownPUB2606.pdf (142.3Kb)
    Author(s)
    Brown, Raymond
    Redmond, Trevor
    Griffith University Author(s)
    Brown, Raymond A.
    Year published
    2017
    Metadata
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    Abstract
    This paper focuses on using sociocultural theory to support a context-based approach to teaching mathematics. A goal of the research was to explore the opportunities-to-learn of using a context-based approach to enrich student engagement with mathematics. This paper focuses on the practice of one female secondary school teacher as expressed through an interview transcript. Data were analysed using a participation framework. Findings suggest that aspects of a context-based approach to teaching mathematics can be used by teachers to promote student engagement with mathematics in the secondary classroom.This paper focuses on using sociocultural theory to support a context-based approach to teaching mathematics. A goal of the research was to explore the opportunities-to-learn of using a context-based approach to enrich student engagement with mathematics. This paper focuses on the practice of one female secondary school teacher as expressed through an interview transcript. Data were analysed using a participation framework. Findings suggest that aspects of a context-based approach to teaching mathematics can be used by teachers to promote student engagement with mathematics in the secondary classroom.
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    Conference Title
    40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
    Publisher URI
    https://www.merga.net.au/node/38?year=2017
    Copyright Statement
    © 2017 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the author(s).
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/354624
    Collection
    • Conference outputs

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