Differentiation and mediation: An investigation in early-grade mathematics pedagogy
| dc.contributor.advisor | Hoadley, Ursula | |
| dc.contributor.author | Shipman, Megan | |
| dc.date.accessioned | 2021-03-01T05:06:38Z | |
| dc.date.available | 2021-03-01T05:06:38Z | |
| dc.date.issued | 2020 | |
| dc.date.updated | 2021-03-01T04:56:35Z | |
| dc.description.abstract | This thesis explores differentiating practices within the context of an early-grade mathematics intervention. Through qualitative research, the study looks at pedagogic interpretations of differentiated instruction. Situating mediation as a central feature to differentiated instruction, this thesis investigates two key features. Firstly, mediation requires differentiating in terms of grouping – in both cognitive development and classroom organisation. Secondly, mediation requires consideration of the form of pedagogy between teacher and learners. In an effort to consider mediation systematically, I explore the productivity of a Bernsteinian framework through which the data can be measured. Through control relations in the selection, sequence, pace, evaluative criteria and hierarchical rules within the pedagogic structure, my intention is to illustrate how mediation ‘happens' in different ways. Locating this study within three Grade 3 classes in the same school, the analysis reveals a trajectory in the pedagogic structure across tasks within lessons. Certain patterns emerge in the data and, with mixed control relations in evaluative criteria and weakened control of hierarchical rules in particular, a framework is developed with which mediation can be measured. Ultimately, the analysis provides a micro-lens into mediation within a differentiating pedagogy and a framework through which mediational patterns might be explored in a larger or more varied sample. | |
| dc.identifier.apacitation | Shipman, M. (2020). <i>Differentiation and mediation: An investigation in early-grade mathematics pedagogy</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/33019 | en_ZA |
| dc.identifier.chicagocitation | Shipman, Megan. <i>"Differentiation and mediation: An investigation in early-grade mathematics pedagogy."</i> ., ,Faculty of Humanities ,School of Education, 2020. http://hdl.handle.net/11427/33019 | en_ZA |
| dc.identifier.citation | Shipman, M. 2020. Differentiation and mediation: An investigation in early-grade mathematics pedagogy. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/33019 | en_ZA |
| dc.identifier.ris | TY - Master Thesis AU - Shipman, Megan AB - This thesis explores differentiating practices within the context of an early-grade mathematics intervention. Through qualitative research, the study looks at pedagogic interpretations of differentiated instruction. Situating mediation as a central feature to differentiated instruction, this thesis investigates two key features. Firstly, mediation requires differentiating in terms of grouping – in both cognitive development and classroom organisation. Secondly, mediation requires consideration of the form of pedagogy between teacher and learners. In an effort to consider mediation systematically, I explore the productivity of a Bernsteinian framework through which the data can be measured. Through control relations in the selection, sequence, pace, evaluative criteria and hierarchical rules within the pedagogic structure, my intention is to illustrate how mediation ‘happens' in different ways. Locating this study within three Grade 3 classes in the same school, the analysis reveals a trajectory in the pedagogic structure across tasks within lessons. Certain patterns emerge in the data and, with mixed control relations in evaluative criteria and weakened control of hierarchical rules in particular, a framework is developed with which mediation can be measured. Ultimately, the analysis provides a micro-lens into mediation within a differentiating pedagogy and a framework through which mediational patterns might be explored in a larger or more varied sample. DA - 2020_ DB - OpenUCT DP - University of Cape Town KW - Education LK - https://open.uct.ac.za PY - 2020 T1 - Differentiation and mediation: An investigation in early-grade mathematics pedagogy TI - Differentiation and mediation: An investigation in early-grade mathematics pedagogy UR - http://hdl.handle.net/11427/33019 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/33019 | |
| dc.identifier.vancouvercitation | Shipman M. Differentiation and mediation: An investigation in early-grade mathematics pedagogy. []. ,Faculty of Humanities ,School of Education, 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/33019 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | School of Education | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.subject | Education | |
| dc.title | Differentiation and mediation: An investigation in early-grade mathematics pedagogy | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MEd |