Learning to participate in a mathematical community of inquiry : insights from cogenerative dialogues : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
| dc.contributor.author | Rice, Fiona Elizabeth | |
| dc.date.accessioned | 2021-11-19T01:35:52Z | |
| dc.date.available | 2021-11-19T01:35:52Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | Mathematics teaching and learning in New Zealand is currently in a state of change, with classroom learning environments transitioning from more traditional classrooms focused on individual performance outcomes towards more collaborative communities of mathematical inquiry. This study is set in the context of ongoing school-wide professional development initiative focused on developing mathematical inquiry communities (DMIC), with the overall aim of the study being to develop an understanding of how students experience learning mathematics as they learn to participate in a developing mathematical inquiry community. The study uses cogenerative dialogues (cogens) to generate student voice to explore students' experiences and perceptions within this new context for mathematical learning. Providing a forum for students to discuss their experiences and thoughts about their learning environment, the cogenerative dialogues (cogens) served to cogenerate understandings which would facilitate student and teacher learning within the emergent community of mathematical inquiry, allowing students to collaborate with their teacher and co-learners to co-construct their learning environment. The study examines students' perceptions of the collaborative learning environment and explores how students negotiate this change as they become part of a mathematical inquiry community. Findings revealed that students' social interactions and experiences within their groups have a significant influence on learning and that negotiating the collaborative learning environment is of primary concern for these students. The data offer a glimpse of how these students experience and work within groups, how they go about their learning in groups, and how they feel groups should be organised. Findings also considered to what extent students develop student agency through collaborative work and being able to share student voice. | en |
| dc.identifier.uri | http://hdl.handle.net/10179/16761 | |
| dc.language.iso | en | en |
| dc.publisher | Massey University | en |
| dc.rights | The Author | en |
| dc.subject.anzsrc | 390109 Mathematics and numeracy curriculum and pedagogy | en |
| dc.title | Learning to participate in a mathematical community of inquiry : insights from cogenerative dialogues : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand | en |
| dc.type | Thesis | en |
| massey.contributor.author | Rice, Fiona Elizabeth | |
| thesis.degree.discipline | Education | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | Master of Education (MEd) | en |