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Examining social situation of development, with two students of mathematics at grade four, in different national contexts
Medger Evars College, City University of New York, USA.
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2016 (English)In: AERA Online Paper Repository, Washington, DC, USA, 2016Conference paper (Refereed)
Abstract [en]

This paper discusses the Vygotskian construct of social situation of development in relation to two students we call Nelly and Brian, as they learn mathematics in respective grade four classrooms in Sweden and USA. Nested within larger action research projects, both students are found to exhibit developmental crisis, as they transit from familiar environments in primary grades and meet newer demands at middle school. The construct of social situation of development, treated herein as an exploratory framework, is understood in terms of instructional environments of students, their emotional experience of these, leading activities they participate in, social positions expected of them and internal positions with respect to the same. Examining such a framework enables us to shed light on the very nature of occurrence and ways with which to ameliorate periods of crisis, which students seem to routinely face while learning mathematics at school.

Place, publisher, year, edition, pages
Washington, DC, USA, 2016.
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:umu:diva-119129OAI: oai:DiVA.org:umu-119129DiVA: diva2:918930
Conference
American Educational Research Association - AERA2016 Annual Meeting, April 8 - 12, Washington DC, USA
Available from: 2016-04-12 Created: 2016-04-12 Last updated: 2016-04-12

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Gade, Sharada
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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