The dialectical relationship between theory and practice in the design of an after-school mathematics club

Pythagoras

Mellony Graven¹  Debbie Stott¹ 

[1] South African Numeracy Chair Project, Education Department, Rhodes University;

关键词: After school clubs;    Numeracy;    Zone of proximal development;    Acquisition and participation metaphors;    Zone theory;   

DOI  :  10.4102/pythagoras.v34i1.174

来源: DOAJ

【 摘 要 】

In this article we describe the design process for an after-school Grade 3 mathematics club, basedon our experiences running a pilot club in a 2011 research and development project. Working from a sociocultural perspective, we show the progression from an initial multifaceted design to a much simpler, more learner-centred design that speaks directly to our research foci and one which is based on empirical evidence. Our experiences have brought to light the entwined and dialectical nature of the data collection and design processes and the significance of the post-club reflection sessions as a powerful data collection instrument for planning the club sessions. Furthermore, we identify and shape the zone of proximal development for the purposes of our club as the critical design concept for each club session for each learner.

【 授权许可】

Unknown