Research for the learning and teaching of mathematics: an emergent design

[摘要] This thesis deals with my practice as a mathematics teacher at a post-matric programme at theUniversity of Stellenbosch. I use aspects of three different approaches to social science research,namely phenomenology, narrative inquiry and the discipline of noticing, to research my personalexperiences. These experiences include learning mathematics at school and university as well asteaching mathematics in a post-matric programme. These experiences are presented by means of briefbut-vivid descriptions, journal entries and records of classroom conversations and are reflected on inthe light of relevant literature.The reflections and readings lead to alternative ways of thinking about learning, teaching andresearching as found in the cognitive theory of enactivism. These new ways of thinking are used toreflect on my current practice by focusing particularly on knowing, listening and noticing and are usedto imagine what my practice could look like in the future.My approach, framework, focus areas and imagined practice all emerge during the research process.This process is presented through 'behind-the-scene' reflections on my own experiences of doingresearch. By presenting these experiences, this thesis also deals with the process of doing research – inparticular it deals with the process of using an emergent design.

[发布机构] Stellenbosch University