Adopting a theory/practice stance for educational action: Three examples from mathematics classrooms
2013 (English)In: Action Research Network of the Americas (ARNA) Inaugural Conference 1-2 May 2013, San Francisco, CA, USA, Session Abstracts, San Francisco, 2013, 7-7 p.Conference paper, Abstract (Refereed)
I shall demonstrate my conduct of action research at Grades four and eight in Sweden. By drawing on cultural-historical and/or Vygotskian perspectives, I shall explore the nuances of its theory/practice approach with three examples from ongoing classroom practices. In the first I shall draw on the theory of explicit mediation1 to rectify the faulty use of the = sign by students and share my collaboration with a teacher at Grade four. In the second, I shall draw upon exploratory talk and report my work with the same teacher in relation to the topic of measurement, within a project on communication and mathematics for which she had obtained funding. Finally, I shall present my conduct of an action strategy with two teachers at Grade eight, situated as their classrooms and school were in a wider environment facing consequences of global recession. In doing so I attempt to unravel the interplay between existing research/theory and situated practice, which together informed the taking of collaborative educational action as practitioners.
Place, publisher, year, edition, pages
San Francisco, 2013. 7-7 p.
Other Natural Sciences
IdentifiersURN: urn:nbn:se:umu:diva-70101OAI: oai:DiVA.org:umu-70101DiVA: diva2:619537
Action Research Network of the Americas (ARNA)
Round table session titled: Action Research across grades and disciplines2013-05-042013-05-042014-09-09