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https://www.um.edu.mt/library/oar/handle/123456789/112275| Title: | Mind the gap! Using a discourse perspective to bridge students’ experiences of learning mathematics across grade levels |
| Authors: | Farrugia, Marie Therese |
| Keywords: | Mathematics -- Study and teaching (Early childhood) -- Malta Mathematics -- Study and teaching (Primary) -- Malta Mathematics -- Study and teaching -- Methodology Mathematics -- Discourse analysis Mathematics -- Social aspects |
| Issue Date: | 2023 |
| Publisher: | Sage Publications Ltd. |
| Citation: | Farrugia, M. T. (2023). Mind the Gap! Using a Discourse Perspective to Bridge Students’ Experiences of Learning Mathematics Across Grade Levels. Journal of Education, doi: 10.1177/00220574231162592 |
| Abstract: | Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard’s 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels. |
| URI: | https://www.um.edu.mt/library/oar/handle/123456789/112275 |
| Appears in Collections: | Scholarly Works - FacEduECPE |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Mind the gap using a discourse perspective to bridge students experiences of learning mathematics across grade levels 2023.pdf Restricted Access | 673.47 kB | Adobe PDF | View/Open Request a copy |
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