Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development
By B. Jaworski, Despina Potari. 2009
77 citations recorded by the source corpus.
This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives. Considering teaching as activity, it uses Activity Theory and, in particular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework provided a way to address complexity in the activity of teaching and its development based on recognition of central social factors in mathematics teaching–learning.
Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics
View Paper: https://www.semanticscholar.org/paper/b6cf7eec3f820fc7f1614d70cbfa6b2516d919a3
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In Developmental and Educational Psychology
In Education
In Human Factors and Ergonomics
Citations in the corpus
- An overview of cultural historical activity theory (CHAT) use in classroom research 2000 to 2009 (2012, methodology): “has power to deal with the complexity in educational systems” (Jaworski and Potari 2009, 222). It has the capacity to expose points of intervention and indirect relationships that might not otherwise be considered (Daniels 2004). Many of the reviewed articles included other instruments for more comp”