Learning in spaces of tension: Reflecting on my mathematics pedagogy
| dc.contributor.author | Grubb, Margaret A. | |
| dc.contributor.supervisor | Thom, Jennifer | |
| dc.date.accessioned | 2011-01-04T20:54:13Z | |
| dc.date.available | 2011-01-04T20:54:13Z | |
| dc.date.copyright | 2010 | en |
| dc.date.issued | 2011-01-04T20:54:13Z | |
| dc.degree.department | Dept. of Curriculum and Instruction | en |
| dc.degree.level | Master of Education M.Ed. | en |
| dc.description.abstract | The purpose of this autoethnographic study was to (re)think my conceptions of teaching and learning mathematics. Using van Manen’s (1991) cycle of reflection, Jardine, Friesen, & Clifford’s notions of abundance (2006b), and Aoki’s (2005 [1993]) notions of “decentering the center”, I explored teaching vignettes that pointed to four sites of tension within my lived experiences as a mathematics educator: (a) instrumental vs. relational knowledge; (b) linear vs. recursive relationships between concrete and abstract mathematical experiences; (c) fixing mistakes vs. justification of mathematical thinking; and (d) problem solving vs. problem posing. The three common themes that arose were identified as: (a) my desire to enhance my understanding of mathematics; (b) the importance of occasioning time for students to interact in the mathematics classroom; and (c) my obsession with teaching to the test. I brought each site of tension and theme into conversation, drawing on relevant literature within curriculum studies and mathematics education. During the reflective process, not only did I experience a transformation in my conceptions of teaching and learning mathematics, but also in many fundamental ways my entire being was transformed. | en |
| dc.identifier.uri | http://hdl.handle.net/1828/3181 | |
| dc.language.iso | en | en |
| dc.rights | Available to the World Wide Web | en |
| dc.subject | Mathematics Education | en |
| dc.subject | Conceptual Understanding | en |
| dc.subject | Reflection | en |
| dc.subject | Interconnections/Relationships | en |
| dc.subject | Autoethnography | en |
| dc.title | Learning in spaces of tension: Reflecting on my mathematics pedagogy | en |
| dc.type | project | en |