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Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four
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.ORCID iD: 0000-0002-8382-3197
Grisbacka Primary School, Umeå.
2016 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, 1-18 p.Article in journal (Refereed) Epub ahead of print
Abstract [en]

We report an exploratory talk based, whole class plenary intervention, in relation to students’ understanding of everyday measures and measurement, in a grade four classroom at a grade 4-6 school in Sweden. Extended, project related, teacher-researcher collaboration forms basis for such cultural historical activity theory or CHAT based efforts. As formative intervention, the conduct of the plenary is not pre-determined but embedded in ongoing curricular realities, with the agency of students and teacher promoted, pedagogical ideas reutilised and the role of researcher viewed as supporting design and growth of the intervention. Under Charlotta’s guidance as teacher, the plenary is opportunity for her students to examine improbable scenarios such as, Can Eva and Anton measure the length of Sweden on foot, Can Lars and Iris measure their age in decimeters. A zone of proximal development is created, in which students make the transition from spontaneous to scientific concepts and learn how various units of measurement are objects-that-can-be-used-for-certain-purposes. With opportunity for critical and reflective inquiry, in a plenary designed to lead development, Charlotta’s students look beyond the making of rote measurements and articulate a theory of measure in nascent terms. Such a landscape of teaching-learning is finally understood in terms of the nature of talk that was facilitated, the manner of pedagogy utilised, the style of teaching exercised and the kind of learning that was demanded of her students.

Abstract [sv]

I denna artikel rapporterar vi om en intervention i en klass i årskurs fyra i Sverige. Interventionen baserades på ett, i helklass genomfört, explorativt samtal (Barnes 2008) rörande elevernas förståelse av storheter, enheter och mätningar i vardagen. Denna intervention var en del av ett lärar- och forskarsamarbete grundat i kulturhistorisk aktivitetsteori (Gade 2015). Den var inte förutbestämd utan ingick som en naturlig del i de pågående undervisningsaktiviteterna som en formativ intervention (Engeström 2011). Inom formativa interventioner eftersträvas elevers och lärares agens (agency) samt återanvänding av pedagogiska idéer. Forskarens roll ses som stödjande i utvecklingen av undervisningsaktiviteterna. Under läraren Charlottas ledning (Mercer and Dawes 2008) var helklassdiskussionen en möjlighet för eleverna att undersöka osannolika scenarier såsom “Kan Eva och Anton mäta Sveriges längd med foten” och “Kan Lars och Iris mäta sin ålder i decimeter.” En proximal utvecklingszon skapades för eleverna, där en övergång från vardagliga till vetenskapliga begrepp skedde (Karpov 2003b) och där eleverna kunde få insikt om att olika storheter och enheter är objekt-som-kan-användas-för-vissa-ändamål (Stetsenko 1999). Undervisningsaktiviteterna var designade för elevernas utveckling (Wells 1999) och gav möjlighet till kritiskt och reflexivt undersökande. Under Charlottas guidning såg eleverna bortom rutinmässiga mätningar och formulerade i begynnande termer en teori om mätningar (Lehrer et al. 2003). Detta landskap av undervisning-lärande förstås slutligen i termer av det samtal som främjades (Pierce and Gilles 2008), den pedagogik som användes (Dalton and Tharp 2002), undervisningens karaktär (Alexander 2008) och det lärande som Charlottas elever förväntades uppnå (van Oers 2008).

Place, publisher, year, edition, pages
2016. 1-18 p.
Keyword [en]
CHAT perspectives, formative intervention, developmental education, dialogic inquiry, exploratory talk, everyday measures and measurement, landscape study
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:umu:diva-124884DOI: 10.1007/s11422-016-9784-yOAI: oai:DiVA.org:umu-124884DiVA: diva2:956234
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-04-06

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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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CiteExportLink to record
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