An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom
dc.contributor.author | Woolridge, Peter | |
dc.contributor.supervisor | Dr Peter Taylor | en_US |
dc.date.accessioned | 2017-07-20T06:58:24Z | |
dc.date.available | 2017-07-20T06:58:24Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/54054 | |
dc.description.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. | en_US |
dc.publisher | Curtin University | en_US |
dc.title | An interpretive study of a teacher’s development of a constructivist mathematics pedagogy in his primary classroom | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | PhD | en_US |
curtin.department | Science and Mathematics Education Centre | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |