Journal article
Comparing theoretical perspectives in describing mathematics departments: complexity and activity
- Abstract:
-
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. In the other, a mathematics department was viewed and analysed as a complex system. In both cases, it was the learning of the departments as systems rather than of individuals that was of interest. The af...
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- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Publisher copy:
- 10.1007/s10649-010-9248-3
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Bibliographic Details
- Publisher:
- Springer Publisher's website
- Journal:
- Educational Studies in Mathematics Journal website
- Volume:
- 75
- Issue:
- 2
- Pages:
- 153-170
- Publication date:
- 2010-01-01
- DOI:
- EISSN:
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1573-0816
- ISSN:
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0013-1954
Item Description
- Language:
- English
- Keywords:
- Subjects:
- UUID:
-
uuid:0a5da21c-a676-4dbb-a7e1-5b6b9b1f7592
- Local pid:
- ora:4857
- Deposit date:
- 2011-01-27
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- Copyright holder:
- Springer Science + Business Media B V
- Copyright date:
- 2010
- Notes:
- The full-text of this article is not currently available in ORA, but the original publication is available at springerlink.com (which you may be able to access via the publisher copy link on this record page). Citation: Beswick, K., Watson, A. & De Geest, E. (2010). 'Comparing theoretical perspectives in describing mathematics departments: complexity and activity', Educational Studies in Mathematics, 75(2), 153-170.
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