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Paper presented at the annual conference of the Australian Association of Research in Education, Adelaide, Australia, 2006
Through an Activity Theoretic framework, mathematics classroom teaching practices are seen as
an organized activity, a constituent part of an activity system of curriculum enactment. They
involve the teacher taking certain actions in the classroom, mediated by artifacts or tools such as
the various texts and symbols, material things or resources, specific types of talk or routines, etc.
The outcome of such actions, in the main, is students learning mathematics and at the same time,
an enacted mathematics curriculum as well. The analytical approach to study this process is to use
a coding scheme which segments the observed classroom practices in units of lessons into four
categories of actions, namely, heuristics-instruction, teaching concepts and skills, going over
assigned work and student activities, and a fifth category of other classroom events. All categories
except the fifth are considered actions in Leont’ev’s (1979) sense. The actions of the teacher in
the observed lessons are coded. The resulting segmentation, the amount of time spent in each
category, and how the time is distributed over a series of lessons serve as the staple data for
analysis to address the question of the extent mathematical problem solving is emphasized in
Project number: 
CRP 1/04 JH
Appears in Collections:CRPP - Conference Papers

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