NOMAD sökresultat

  1. NOMAD – 22(3), 2017

    Volume 22, No 3, September 2017

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Sharada Gade

    Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study

    [PDF]

    Torulf Palm, Catarina Andersson, Erika Boström and Charlotta Vingsle

    A review of the impact of formative assessment on student achievement in mathematics

    [PDF]

    Andreas Eckert

    Theorizing the interactive nature of teaching mathematics: contributing to develop contributions as a metaphor for teaching

    [PDF]

    Annette Hessen Bjerke

    The development of pre-service teachers’ self-efficacy in teaching mathematics

    [PDF]

    Paul Andrews and Niclas Larson

    Analysing genomgång: a Swedish mathematics teaching lesson event

    [PDF]

    Innehåll: JH

    Skapad: 2017-09-20 kl. 01:00

  2. NOMAD 22(3), 2017

    Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study

    Sharada Gade

    Abstract
    This paper relates to project related instructional interventions, conducted via teacher-researcher collaboration in a Grade Four mathematics classroom. Drawing upon cultural historical activity theory or CHAT perspectives, such conduct exemplies research as praxis. While CHAT perspectives argue for a theory/practice approach, enabling practitioners to act on their re exivity and address contradictions found in ongoing practice; research as praxis views practitioner re exivity as central to pursuing openly ideological work and practising in empirical inquiry what one preaches in theoretical formulations. Such pursuit led to our becoming stakeholders in each other’s professional practice and the conduct of interventions becoming the shared object of both teaching and research. In teacher-researcher collaboration realising expansive learning activity, it was possible to question modernist assumptions which view abstract theory as applicable to any concrete practice and take political action in dialectic with theory.

    Sharada Gade
    Sharada Gade works at the intersection of three domains – cultural-historical activity theory or CHAT perspectives, practitioner inquiry and mathematics education. After more than a decade of teaching at middle school grades in India and doctoral work at the University of Agder, Norway; Sharada has held postdoctoral fellowships at Homi Bhabha Centre for Science Education, Mumbai; Umeå Mathematics Education Research Centre, Sweden; The Graduate Centre, City University of New York and the Department of Education, University of Oxford.

    Skapad: 2017-09-20 kl. 01:00

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