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  • Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research

    Author(s)
    Maheux, Jean-Francois
    Roth, Wolff-Michael
    Griffith University Author(s)
    Roth, Michael
    Year published
    2013
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    Abstract
    There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why should two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural-historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with ...
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    There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why should two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural-historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with the presence of researchers in educational settings. We analyze three vignettes from our research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. We conclude by suggesting that the "impact" of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.
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    Journal Title
    Curriculum Inquiry
    Volume
    43
    Issue
    2
    DOI
    https://doi.org/10.1111/curi.12009
    Subject
    Curriculum and Pedagogy Theory and Development
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/60728
    Collection
    • Journal articles

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