Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case

Lena Lindenskov; Pia Beck Tonnesen; Peter Weng; Camilla Hellsten Østergaard

Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case

Lena Lindenskov
, Pia Beck Tonnesen
, Peter Weng
, Camilla Hellsten Østergaard

The Danish University of Education

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

Abstract

The constructivist paradigm is the primary underpinning of the Mathematics Recovery Programme (MRP) in Australia, the UK, the USA and Canada. The critical mathematics education paradigm is the primary underpinning of the Early Mathematics Intervention Programme for Marginal Groups in Denmark (TMTM for Tidlig Matematikindsats Til Marginalgrupper). The paper tells the story of how networking strategies have informed the design of TMTM: one strategy is combining elements from the two paradigms; another strategy is contrasting elements from the paradigms. The two constructs ‘the six stages-construct’ and ‘the math holes-construct’ have been decisive for the networking. Possible influences from the Danish educational contexts on the networking processes are put forward for further discussion.

Original language	Danish
Publication date	2015
Number of pages	7
Publication status	Published - 2015

Access to Document

http://www.cerme9.org/products/wg17/

Cite this

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title = "Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case",

abstract = "The constructivist paradigm is the primary underpinning of the Mathematics Recovery Programme (MRP) in Australia, the UK, the USA and Canada. The critical mathematics education paradigm is the primary underpinning of the Early Mathematics Intervention Programme for Marginal Groups in Denmark (TMTM for Tidlig Matematikindsats Til Marginalgrupper). The paper tells the story of how networking strategies have informed the design of TMTM: one strategy is combining elements from the two paradigms; another strategy is contrasting elements from the paradigms. The two constructs {\textquoteleft}the six stages-construct{\textquoteright} and {\textquoteleft}the math holes-construct{\textquoteright} have been decisive for the networking. Possible influences from the Danish educational contexts on the networking processes are put forward for further discussion.",

author = "Lena Lindenskov and Tonnesen, \{Pia Beck\} and Peter Weng and {\O}stergaard, \{Camilla Hellsten\}",

year = "2015",

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pages = "129--136",

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T2 - Does the context make a difference? Early intervention programmes as case

AU - Lindenskov, Lena

AU - Tonnesen, Pia Beck

AU - Weng, Peter

AU - Østergaard, Camilla Hellsten

PY - 2015

Y1 - 2015

N2 - The constructivist paradigm is the primary underpinning of the Mathematics Recovery Programme (MRP) in Australia, the UK, the USA and Canada. The critical mathematics education paradigm is the primary underpinning of the Early Mathematics Intervention Programme for Marginal Groups in Denmark (TMTM for Tidlig Matematikindsats Til Marginalgrupper). The paper tells the story of how networking strategies have informed the design of TMTM: one strategy is combining elements from the two paradigms; another strategy is contrasting elements from the paradigms. The two constructs ‘the six stages-construct’ and ‘the math holes-construct’ have been decisive for the networking. Possible influences from the Danish educational contexts on the networking processes are put forward for further discussion.

AB - The constructivist paradigm is the primary underpinning of the Mathematics Recovery Programme (MRP) in Australia, the UK, the USA and Canada. The critical mathematics education paradigm is the primary underpinning of the Early Mathematics Intervention Programme for Marginal Groups in Denmark (TMTM for Tidlig Matematikindsats Til Marginalgrupper). The paper tells the story of how networking strategies have informed the design of TMTM: one strategy is combining elements from the two paradigms; another strategy is contrasting elements from the paradigms. The two constructs ‘the six stages-construct’ and ‘the math holes-construct’ have been decisive for the networking. Possible influences from the Danish educational contexts on the networking processes are put forward for further discussion.

M3 - Paper/skriftligt oplæg

SP - 129

EP - 136

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