Bridging the Research-Practice Gap: Developing a Pedagogical Framework that Promotes Mathematical Thinking and Understanding

Tracey Smith

Abstract


This paper documents the findings of a three-phase research project that led to the
development of a teaching/learning framework for promoting thinking and
understanding in mathematics classrooms. The framework characterises students
and teachers as co-learners in the classroom environment, and is the result of a
school/university partnership. The partnership explored pedagogical practices
using “accounts of practice” that are based on teachers’ perceived reality, grounded
in classroom contexts and viewed through the conceptual lenses of a researcher. The
pedagogical framework contributes to a growing body of empirically based
knowledge that seeks to bridge the gap between theory and practice in
mathematics education.

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