Browsing by Author "Walshaw M"

Now showing 1 - 6 of 6
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    Knowledge construction in mathematics education
    (Springer Science+Business Media, 2008) Walshaw M
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    Making a difference through mathematics educational research
    (Springer Science+Business Media, 2006) Walshaw M
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    Mathematics education in the early years: Building bridges
    (Symposium Journals, 2009) Anthony G; Walshaw M
    Aligned with the enhanced international commitment to early childhood education, recognition of the importance of providing young children with opportunities to develop mathematical understandings and skills is increasing. While there is much research about effective mathematics pedagogy in the school sector, less research activity is evident within the early childhood sector. Focused on people, relationships and the learning environment, this article draws on a synthesis of research on effective pedagogical practices to describe effective learning communities that can enhance the development of young children⿿s mathematical identities and competencies. Concerned that the wider synthesis noted limited cross-sector collaboration within the mathematics education community, this article aims to act as a bridge for researchers currently working within the preschool and school sectors. The authors argue that understandings of effective pedagogies that enhance young children⿿s mathematics learning will benefit from more cross-sector research studies.
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    National identity and cultural diversity: A research project that looks at what Year 12 students say about identity in New Zealand: Summary of results
    (Massey University, 2012) Andrews R; Bell A; Butler P; Tawhai V; Walshaw M
    The aim of the study The aim of the study was to develop an understanding of how young people think of themselves in terms of national identity. The research sought to identify what national identity looks like in New Zealand, how it is fostered, and how young people experience it in everyday life. This summary provides background information of the research and reports on how national identity is broadly conceptualised and experienced by Year 12 students. Background The question of who we are as a people has been a long-standing interest in New Zealand. In 2011 researchers at Massey University, with funding provided by the university, set out to provide an answer to the question from the perspective of young people. Given the bicultural foundations and the multicultural nature of New Zealand the researchers particularly wanted to understand what national identity now looks like, how it is fostered by families, schools, and technological communications, and how it is lived by young people.
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    Positive possibilities of rethinking (urban) mathematics education within a postmodern frame
    (Georgia State University, 2011) Walshaw M
    Postmodernism and mathematics education are both crucial components of contemporary society, yet they have rarely addressed each other. Coupling mathematics education with postmodernism allows us to explore what positive possibilities might ensue for the discipline in general and for urban schools in particular beyond the traditional contours of mathematics education. In discussing the postmodern potential, we first need to be clear about modernist thinking. That discussion takes us back to Decarte’s search for certainty, order, and clarity – a search that was integral to the formulation of a modernist framework in the 17th century. For that time until recently, most Western thinkers understood reality as characterised by an objective structure, accessed through reason by an autonomous subject. These characteristically modernist beliefs have tended to shape thinking about knowledge, representation, and subjectivity within the Western intellectual tradition of which mathematics education is a part. During the 1960s a number of literacy critics began writing about the limitations of modernist thinking. Postmodern sensibilities then emerged and entered the full range of human sciences. This emergence was most keenly expressed through the publication of Jean-Francois Lyotard’s (1984) The Postmodern Condition: A Report on Knowledge. In this work, Lyotard argued that the ‘grant narratives’ of Western history and, a particular, enlightened modernity, had broken down. Multiple factors have brought about postmodernism. They include political and social crises of legitimation, and the resulting changing nature of economies and social structures in Western societies. These changes place complex and sometimes conflicting demands on people in ways that they are barely able to understand or predict. For example, increasingly, within mathematics education, we are becoming aware of the complex construction of our work emerging from, among other things, new forms of inclusive political tendencies, changing vocational needs, and advances in informatics and communication systems. The effects of these processes for mathematics education are unsettling. Conceptual tools and frameworks from postmodern thinking help us to develop an understanding of those effects. They help us to understand ideas that are central to mathematics education from beyond the standard categories of thought. In particular, they help us to understand cognition and subjectivity.
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    Responding to calls for greater accountability
    (Mathematics Education Research Group of Australasia, 2007) Walshaw M