Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
This paper examines (a) the nature of meta-didactical slippages that occurred in a ninth grade predominantly African American mathematics classroom; and (b) how these meta-didactical slippages affect students’ conceptual understanding on a unit of ninth grade mathematics. A qualitative case study that employed ethnographic techniques of data collection and analysis was conducted. The theory of didactical situations in mathematics (Brousseau, 1997) served as the lens that grounded the interpretation of the data. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.
Keywords
Mathematics education, Didactical situations, Slippages, Qualitative case study
Recommended Citation
Wisdom, Nathan J., "Meta-didactical Slippages in a Ninth Grade Mathematics Classroom: A Paradox of Teaching" (2014). Georgia Educational Research Association Conference. 45.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/45
Proposal
Meta-didactical Slippages in a Ninth Grade Mathematics Classroom: A Paradox of Teaching
Room 217
This paper examines (a) the nature of meta-didactical slippages that occurred in a ninth grade predominantly African American mathematics classroom; and (b) how these meta-didactical slippages affect students’ conceptual understanding on a unit of ninth grade mathematics. A qualitative case study that employed ethnographic techniques of data collection and analysis was conducted. The theory of didactical situations in mathematics (Brousseau, 1997) served as the lens that grounded the interpretation of the data. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.
