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Taking risks in primary mathematics classrooms

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Title: Taking risks in primary mathematics classrooms
Author: Sylvia, McLellan
Subject Keywords data analysis methodology, risk taking, inquiry-based learning, discursive psychology
Issue Date: 2011-07-20
Series/Report no. Explorations and Education Conference, held at the University of British Columbia, 1 April 2011
Abstract: [Conference Program Abstract] Inquiry-based mathematics and science lessons are generally expected to produce high level thinking in students. The “curriculum” and “knowledge” are thought to emerge, as co-constructed by students and their teacher. In such settings, a disposition towards risk taking is highly valued. My study attempts to unravel the ways in which elements of risk taking (agency, intent and commitment) are produced, performed and made relevant in social interaction. The setting is a play based mathematics study group of ten 6 - 7 year olds. The data analysis method is discursive psychology (a form of discourse analysis). The design will incorporate questions such as “Is risk taking essential to learning?” and “How is the disposition constructed, made available or countered ‘indirectly’ through social interaction?” This attempt towards defining and documenting risk taking will strengthen future efforts to develop learning experiences that will permit all children to participate more fully in science and mathematics.
Affiliation: Education, Faculty ofEducation, Curriculum and Instruction, Dept of
URI: http://hdl.handle.net/2429/36211
Peer Review Status: Unreviewed
Scholarly Level: Graduate

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