Introducing the multi-faceted teaching experiment
Nutchey, David, Grant, Edlyn, Cooper, Tom, & English, Lyn (2015) Introducing the multi-faceted teaching experiment. In Proceedings of the CAR Symposia: Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education, Deakin University, Melbourne, VIC.
A mathematics classroom is comprised of many mathematicians with varying understanding of mathematics knowledge, including the teacher, students and sometimes researchers. To align with this conceptualisation of knowledge and understanding, the multi-faceted teaching experiment will be introduced as an approach to study all classroom participants’ interactions with the shared knowledge of mathematics. Drawing on the experiences of a large curriculum project, it is claimed that, unlike a multi-tiered teaching experiment, the multi-faceted teaching experiment provides a research framework that allows for the study of mathematicians’ building of knowledge in a classroom without privileging the experience of any one participant.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 [please consult the authors]|
|Deposited On:||07 Apr 2016 23:27|
|Last Modified:||11 Apr 2016 00:21|
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