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dc.contributor.authorGrootenboer, Peter
dc.contributor.authorEdwards-Groves, Christine
dc.contributor.editorJ. Anderson, M. Cavanagh & A. Prescott
dc.date.accessioned2017-05-03T15:28:03Z
dc.date.available2017-05-03T15:28:03Z
dc.date.issued2014
dc.identifier.refurihttp://www.cvent.com/events/curriculum-in-focus-research-guided-practice/event-summary-cfde456fe6c0471eb95c38e13963c8ab.aspx
dc.identifier.urihttp://hdl.handle.net/10072/68601
dc.description.abstractIn this paper it is argued that mathematics teaching can be examined, understood, enhanced and developed if it is conceptualised as a form of praxis. Praxis has been variously defined in the literature, but here it is constructed as is a particular dimension of practice that specifically acknowledges and emphasises the moral and ethical nature of teaching and learning. Viewing mathematics teaching as praxis does not diminish the need for teacher knowledge or pedagogical technique, but rather it foregrounds the educational practices that are developed through this knowledge and technique in response to the educational needs and practice architectures evident in particular sites. As such, it is an ontological perspective of teaching that gives pre-eminence to phronesis (practical wisdom) and praxis (morally informed practical action). Initially an outline and discussion of praxis is presented vis-୶is practice theory. The case for praxis in mathematics education is then made by drawing on classroom observation and interview data. Finally, the implications of a praxis perspective of mathematics teaching are presented.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent375234 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherMERGA
dc.publisher.placeAustralia
dc.publisher.urihttp://www.cvent.com/events/curriculum-in-focus-research-guided-practice/event-summary-cfde456fe6c0471eb95c38e13963c8ab.aspx
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameMERGA 2014 : Curriculum in focus: research guided practice
dc.relation.ispartofconferencetitleProceedings of the Mathematics Education Research Group of Australasia 2014 annual conference
dc.relation.ispartofdatefrom2014-06-29
dc.relation.ispartofdateto2014-07-03
dc.relation.ispartoflocationSydney, Australia
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.titleMathematics teaching as praxis
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 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 authors.
gro.hasfulltextFull Text
gro.griffith.authorGrootenboer, Peter J.


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    Contains papers delivered by Griffith authors at national and international conferences.

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