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    An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom

    Woolridge Peter 2017.pdf (10.77Mb)
    Access Status
    Open access
    Authors
    Woolridge, Peter
    Date
    2017
    Supervisor
    Dr Peter Taylor
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    Faculty
    Humanities
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/54054
    Collection
    • Curtin Theses
    Abstract

    This research investigated the implementation of a constructivist teaching perspective in a primary school mathematics classroom. Through an interpretive case study I explored the impact of transformative pedagogical change on my professional practice. Behaviourist/positivist tendencies impacted my interpretive research methods and implementation of a constructivist teaching perspective. Development of my understanding of learning theory and use of critical reflexivity enabled me to implement a more constructivist teaching perspective with my students.

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