Comparing theoretical perspectives in describing mathematics departments: complexity and activity by Beswick, K, Watson, A, De Geest, E

“…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 three departments. …”

Comparing theoretical perspectives in describing mathematics departments: complexity and activity by Beswick, K, Watson, A, De Geest, E

“…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. …”

Department-initiated change by Watson, A, De Geest, E

“…The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. …”

Department-initiated change by Watson, A, De Geest, E

“…The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. …”