Analysing appropriation in a mathematics classroom: The case of a textbook and a mnemonic
2008 (English)Conference paper, Abstract (Refereed)
The appropriation of cultural resources in any social environment is of theoretical interest in order to understand Vygotsky's contention of how skills that are interpsychological become intrapsychological, allowing the individual to direct attention to elements that are necessary to carry out a particular task at hand. The analysis of appropriation is of methodological interest to be able to obtain explanatory power and understand as Rogoff argues how students comprehend their roles, transform practice through appropriation and relate their participation from one activity to another. Combining a theoretical and methodological interest, this paper discusses two instances of appropriation by students who utilise a textbook and a mnemonic in meeting instructional goals in the classroom teaching-learning of mathematics. Leont'ev distinguished the process of appropriation as unique to human ontogenetic development, one that takes place in an objective world of cultural resources. In analysing embedded goals, mastery of cultural resources and transformation of practice, an understanding is sought of the complex, collaborative and situated conditions that facilitate the process of appropriation and the cultural nature of human development.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:umu:diva-121341OAI: oai:DiVA.org:umu-121341DiVA: diva2:932118
International Socio Cultural and Activity Research (ISCAR) conference, San Diego, USA