Geiger, V. (2014). The role of social aspects of teaching and learning in transforming mathematical activity: Tools, tasks, individuals and learning communities. Rezat, S., Hattermann, M., Peter-Koop, A.. Transformation - A Fundamental Idea of Mathematics Education 203-221. London, UK: Springer. Retrieved from https://doi.org/10.1007/978-1-4614-3489-4_11
The purpose of this chapter is to explore how the reflexive interaction between resources, especially digital technologies and mathematical tasks and the users of these resources can lead to different types of transformation. In this exploration, Strässer’s (2009) tetrahedral model for teaching and learning mathematics, which incorporates students, teachers, mathematical knowledge and resources, will be extended by considering the social aspects of coming to know and do mathematics. Research data collected from secondary mathematics classrooms will be used to illustrate how such transformations are played out in authentic classroom settings. Finally, selected types of small-group and whole-class social interactions, as they relate to Strässer (2009) model, will be theorised.
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