Tool-Use profiles in Undergraduate Mathematics

Anastasakis, Marinos; Lerman, Stephen

doi:10.1007/s10763-021-10196-9

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…The first generation of CHAT was where Vygotsky made a great contribution in the 1920s when, together with other psychologists, they were asked by government to incorporate Marxist principles into psychology to reform it (Anastasakis, 2018). Vygotsky introduced to the activity theory the notion of mediation, which was considered one of the great contributions to psychology (Engestrom, 2001;Sannino & Engestrom, 2018).…”

Section: First Generation Chatmentioning

confidence: 99%

“…The outcome was the goal that the subject achieved after working on the object using mediating tools (Anastasakis, 2018). The outcome was therefore the result that the subject attained after they purposely embarked on an activity to transform the object using mediating tools (Engestrom, 1987).…”

Section: Second Generation Chatmentioning

confidence: 99%

“…These were clearly stated (explicit) or implied (Trust, 2017). These rules within the community stemmed from cultural and socio-historical factors like the society's conventions (Gretschel et al, 2015) and norms (Anastasakis, 2018). However, contextualised to this study the rules were those that were imposed on educators by the Ministry of Education as the schools' governing body, through government policy for running schools.…”

Section: Second Generation Chatmentioning

confidence: 99%

“…CHAT, as a holistic and insightful analytical tool has been used by different scholars in diverse fields for study, analysis and understanding of different fields of work and study (Crawford & Hasan, 2006). For instance, CHAT was used to analyse technology integration (Koszalka and Wu, 2005); to investigate tool use in mathematics (Anastasakis, 2018); as a lens for understanding how interventions are designed by occupational therapists, (Gretschel et al, 2015); for analysis of social epistemologies (Westberry, 2009);…”

Section: Justification For Using Chat As a Theorymentioning

confidence: 99%

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Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.

Magagula

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Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.

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Section: First Generation Chatmentioning

confidence: 99%

Section: Second Generation Chatmentioning

confidence: 99%