Privileging a Contextual Approach to Teaching Mathematics: A Secondary Teacher's Perspective
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Redmond, Trevor
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A. Downton, S. Livy, J. Hall
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Melbourne, Vic, Australia
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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.
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40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
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© 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).
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Mathematics and Numeracy Curriculum and Pedagogy