My motivation for the study came from my experiences as a mathematics teacher. In January 2008, an event caused me to rethink the traditional approach to teaching mathematics I was …
Category: Thesis Overview
Theoretical framework – The student as a learner, a knower and a facilitator.
As previously explained, my study aims to empower students to actively participate in all aspects of their mathematics learning. This is to improve their relationship with the subject and their …
Methodology – The student as a learner, a knower and a facilitator.
Students can act as both an epistemic support and motivator for each other’s mathematics knowledge. From my experience, students work this way when the teacher’s authority is weakened. I wanted …
Analytical Methods – The student as a learner, a knower and a facilitator.
I developed the analytical method to analyse the video recordings and field notes. I viewed the data from the video recordings, and I identified Episodes of students’ epistemic interactions within …
Findings – The student as a learner, a knower and a facilitator.
My findings from the study arose from my taking a closer look at the units of analysis. Transcribing and coding each Episode allowed me to perform a more detailed consideration …
Discussion – The student as a learner, a knower and a facilitator
The findings allow me to claim that my innovative pedagogy, produces shared epistemic agency. The pedagogy, based on the knowledge creation principles and iteratively refined through action research. What …
Contribution and conclusion – The student as a learner, a knower and a facilitator.
In conclusion, I review the central arguments of my study. This highlights students’ competence and their potential for transforming mathematics education. A contribution to the field of mathematics education I …