Abstract:

The design and use of curricula (and resources) that relate mathematics to our social and cultural reality has been valued as encouraging meaningful learning of the subject. But how teachers apply such resources in their pedagogic practice remains a question worth investigating. For example, cross-curriculum and project work create settings where disciplinary knowledge can be explored as part of complex contexts where a 'theme' is a core element. This creates a challenging situation for many teachers. Chronaki (2000) argues that making a good use of such 'contexts' (i.e. valuing equally 'theme' and 'maths') seems to be not simply a matter of pedagogic style but also a matter of epistemological positioning. This paper explores these issues and discusses ways that can assist teachers and pupils to talk, reflect and change. One such way is the creation of an online environment (see the IRIS project: Chronaki, Kotsanis and Taliadwrou, 1999) that enables communication amongst teachers, pupils and experts.

Chronaki, A. 2000. Teaching maths through theme-based resources: Pedagogic style, 'theme' and 'maths' in lessons. Educational Studies in Mathematics. Vol. 42. pp 141-163.

Chronaki, A., Kotsanis Y., Taliadorou L., et al (1999), Technical Annex, IRIS: The Art of Mathematics and the Mathematics of Art, EPEAEK/NAYSIKA Project

Bionote

Anna Chronaki works currently in England (School of Education, The Open University). From September onwards she will start her Assistant Professorship at the University of Thessaly in Greece. Her research involves the areas of mathematics education, technology & pedagogy and qualitative methodology with an emphasis on educational ethnography.

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Presentation Type
30 min. Paper

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Country
Greece