Bridging powerful knowledge and lived experience: Challenges in teaching mathematics through COVID-19

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
K. Brodie, Deepa Gopal, Julian Moodliar, Takalani Siala
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引用次数: 2

Abstract

The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners’ lifeworlds. Given that COVID-19 created major disruptions in all learners’ lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners’ out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners’ lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone;they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners’ lifeworlds.
衔接强大的知识和实际经验:2019冠状病毒病期间数学教学面临的挑战
2019年冠状病毒病(COVID-19)大流行支持了一项关于是否以及如何使数学与学习者的生活世界相关的持续挑战的调查。鉴于COVID-19对所有学习者的生活造成了重大干扰,我们开发并教授了一些任务,试图将他们的大流行经历与学科数学知识联系起来。我们的调查定位于当前关于学科知识与学习者校外经历之间的联系程度的争论。我们制定并分析了两项关于COVID-19的任务,这些任务可以支持建立联系和富有成效的学科参与,并分析了一位10年级教师教授这些任务的情况。我们发现,在任务设计和教师如何协调任务方面,将数学与学习者的生活世界联系起来既是可能的,也是极其困难的。关于任务设计,我们认为教师不能单独完成任务设计,他们需要课程和教科书的支持。关于冥想,我们看到,即使在最好的情况下,教师的做法也很难改变。我们阐明了连接强大的知识和生活经验所涉及的复杂性和细微差别,从而有助于讨论如何教授与学习者的生活世界相关的强大知识。
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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