Comparing theoretical perspectives in describing mathematics departments: complexity and activity
We draw on two studies of mathematics departments in 11-18 comprehensive maintained schools in England to compare and contrast the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features of the work of the three departments. In the...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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Springer
2010
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| _version_ | 1797052558536081408 |
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| author | Beswick, K Watson, A De Geest, E |
| author_facet | Beswick, K Watson, A De Geest, E |
| author_sort | Beswick, K |
| collection | OXFORD |
| description | We draw on two studies of mathematics departments in 11-18 comprehensive maintained schools in England to compare and contrast the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features of the work of the three departments. In the other, a mathematics department was viewed and analysed as a complex system. In both cases, it was the learning of the departments as systems rather than of individuals that was of interest. The affordances and limitations of the analytical perspectives are discussed. Taken as a whole, this paper opens up the workings of school mathematics departments in a country which has a strong department culture. |
| first_indexed | 2024-03-06T18:33:13Z |
| format | Journal article |
| id | oxford-uuid:0a5da21c-a676-4dbb-a7e1-5b6b9b1f7592 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T18:33:13Z |
| publishDate | 2010 |
| publisher | Springer |
| record_format | dspace |
| spelling | oxford-uuid:0a5da21c-a676-4dbb-a7e1-5b6b9b1f75922022-03-26T09:23:31ZComparing theoretical perspectives in describing mathematics departments: complexity and activityJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:0a5da21c-a676-4dbb-a7e1-5b6b9b1f7592EducationMathematics educationComparative and international educationMathematicsEnglishOxford University Research Archive - ValetSpringer2010Beswick, KWatson, ADe Geest, EWe draw on two studies of mathematics departments in 11-18 comprehensive maintained schools in England to compare and contrast the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features of the work of the three departments. In the other, a mathematics department was viewed and analysed as a complex system. In both cases, it was the learning of the departments as systems rather than of individuals that was of interest. The affordances and limitations of the analytical perspectives are discussed. Taken as a whole, this paper opens up the workings of school mathematics departments in a country which has a strong department culture. |
| spellingShingle | Education Mathematics education Comparative and international education Mathematics Beswick, K Watson, A De Geest, E Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title | Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title_full | Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title_fullStr | Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title_full_unstemmed | Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title_short | Comparing theoretical perspectives in describing mathematics departments: complexity and activity |
| title_sort | comparing theoretical perspectives in describing mathematics departments complexity and activity |
| topic | Education Mathematics education Comparative and international education Mathematics |
| work_keys_str_mv | AT beswickk comparingtheoreticalperspectivesindescribingmathematicsdepartmentscomplexityandactivity AT watsona comparingtheoreticalperspectivesindescribingmathematicsdepartmentscomplexityandactivity AT degeeste comparingtheoreticalperspectivesindescribingmathematicsdepartmentscomplexityandactivity |