Teacher-researchers’ use of their students’ written work
DOI:
https://doi.org/10.24220/2318-0870v18n3a2362Keywords:
Mathematical learning, Constructivism, Writing, ReadingAbstract
The radical constructivism of von Glasersfeld (1990, 1991) is used as the theoretical framework that justifies the use of student writing to inform teachers. The constructivist teacher is a teacher-researcher who creates models using the mathematics of their students to plan instructional activities based on these models. The teacher-researcher reads hermeneutically the writing of students, which requires a certain disposition in order to give reason to those students. The
hermeneutic reading helps the teacher understand how students are constructing knowledge, as well as potentially providing the teacher with new approaches to mathematical problems. In this paper, we use student writing to describe the reading process used by a teacher-researcher who works within a constructivist paradigm.
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References
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