Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction

dc.creator	Deonarain Brijlall
dc.creator	Sarah Bansilal
dc.creator	Deborah Moore-Russo
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:21:24Z
dc.date.available	2015-07-20T22:21:24Z
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/ba01df8c5e65464f9e43c884e62f8848
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20397
dc.description	This article reports on an exploration of teachers’ views on the meaning of mathematical representations in a democratic South Africa. We explored teachers’ conceptions of ‘mathematical representations’ as a means to promote dialogue and negotiation. These conceptions helped us to gauge how these teachers viewed representations in mathematics. Semi-structured questionnaires were administered to 76 high school mathematics teachers who were registered for an upgrading mathematics education qualification at a South African university. Common themes in teacher conceptions of representations were investigated as part of an inductive analysis of the written responses, which were considered in terms of practices that support dialogue and negotiation. Findings suggest that these conceptions are in line with progressive notions of classroom interactions such as the inquiry cooperation model. Furthermore, the findings suggest that teachers can support the development of classroom environments that promote democratic values.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/165
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 33, Iss 2, Pp 1-8 (2012)
dc.subject	democracy
dc.subject	deliberative interaction
dc.subject	mathematical representation
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction
dc.type	article