Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15299
Title: 
Activity theory for mathematics learning in and out of the classroom?
Authors: 
Issue Date: 
Nov-2003
Citation: 
Quek, K. S. (2003). Activity theory for mathematics learning in and out of the classroom? In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 463-470). Singapore: Educational Research Association of Singapore.
Abstract: 
This paper reports on an attempt to describe mathematics teaching and learning
from the perspective of cultural-historical activity theory. It offers, with the
intention of stimulating discussion and critique, a reading of the theory and its
potential in guiding classroom practice. The paper presents briefly the
development of the activity theory through its major phases, describes its
theoretical position and discusses a mediational take on cognition, language, and
appropriation of meaning in the mathematics classroom. Examples considered
illustrative of an activity-theoretic approach in mathematics teaching and
learning are presented. In doing so, the paper hopes to clarify the central
concepts and principles of the theory and to take first steps to examining its
possible use in theorizing about mathematics education in and out of the
classroom.
Description: 
This paper was published in the Proceedings of ERAS COnference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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