An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom
Access Status
Open access
Authors
Woolridge, Peter
Date
2017Supervisor
Dr Peter Taylor
Type
Thesis
Award
PhD
Metadata
Show full item recordFaculty
Humanities
School
Science and Mathematics Education Centre
Collection
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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