Being told or finding out or not: A sociological analysis of pedagogic tasks
| Autor: | Burke, Jeremy |
|---|---|
| Přispěvatelé: | Vondrová, Naďa, Konrad Krainer, Naďa Vondrová, King‘s College London, Charles University in Prague, Faculty of Education, ERME |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
pedagogic strategy
trigonometry [SHS.EDU]Humanities and Social Sciences/Education [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] Social Activity Method (SAM) [SHS.EDU] Humanities and Social Sciences/Education [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO] textbooks pedagogic tasks |
| Zdroj: | CERME 9-Ninth Congress of the European Society for Research in Mathematics Education CERME 9-Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2989-2994 |
| Popis: | International audience; Pedagogic tasks can be considered as a resource for engaging an audience and manipulating their apprenticeship. Different strategies can be deployed according to the pedagogic aim and what constitutes competence in the practice being pedagogised. The position taken here is that message acquirers will assume a degree of authority in the practice and the degree to which that is achieved is dependent on the possibilities made available in the task(s) set. A sociological analysis recognises that the engagement between author and audience in a pedagogic relation will lead to a distribution of message across positioned acquirer voices; the argument presented here seeks to map those possibilities in an explicit way. Texts on trigonometry are taken to exemplify this. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|