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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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Institution:
University of Tasmania, Australia
Role:
Author
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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
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Institution:
Open University, Milton Keynes, UK
Role:
Author
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:
1573-0816
ISSN:
0013-1954
Language:
English
Keywords:
Subjects:
UUID:
uuid:0a5da21c-a676-4dbb-a7e1-5b6b9b1f7592
Local pid:
ora:4857
Deposit date:
2011-01-27

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