Teacher-researcher collaboration in a Grade Four mathematics classroom: Restoring equality to students usage of the '=' sign
2012 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 20, no 4, 553-570 p.Article in journal (Refereed) Published
This article portrays action research conducted in relation to students’ faulty use of the equality sign at a Grade four mathematics classroom in Sweden. Substantial background on teacher-researcher collaboration that prepares ground for the action research is offered. Drawing on CHAT perspectives the conduct of activities mediated by diagrammatic objects (lappar) as cultural artefacts and students' inscriptions in these is also provided. As semiotic activity the action research cycle allows students to reflect on signs, meanings and their interrelationships while working with knowledgeable others. A three stage conclusion discusses relevant research in mathematics education, the nature of practical theory realised, and actionable knowledge thereby possible in terms of trustworthiness.
Place, publisher, year, edition, pages
London: Routledge, 2012. Vol. 20, no 4, 553-570 p.
action research cycle, actionable knowledge, cultural-historical and activity theory perspectives, equality sign, mediated and semiotic activity, narrative inquiry, reflexivity, relational knowing, teacher-researcher collaboration
IdentifiersURN: urn:nbn:se:umu:diva-53588DOI: 10.1080/09650792.2012.727644OAI: oai:DiVA.org:umu-53588DiVA: diva2:513726