Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Differentiation and mediation: An investigation in early-grade mathematics pedagogy
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...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613312129171456 |
|---|---|
| access_status_str | Open Access |
| author | Shipman, Megan |
| author2 | Hoadley, Ursula |
| author_browse | Hoadley, Ursula Shipman, Megan |
| author_facet | Hoadley, Ursula Shipman, Megan |
| author_sort | Shipman, Megan |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/33019 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:34:08.683Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/33019 Differentiation and mediation: An investigation in early-grade mathematics pedagogy Shipman, Megan Hoadley, Ursula Education 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. 2021-03-01T05:06:38Z 2021-03-01T05:06:38Z 2020 2021-03-01T04:56:35Z Master Thesis Masters MEd http://hdl.handle.net/11427/33019 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Education Shipman, Megan Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| thesis_degree_str | Master's |
| title | Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| title_full | Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| title_fullStr | Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| title_full_unstemmed | Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| title_short | Differentiation and mediation: An investigation in early-grade mathematics pedagogy |
| title_sort | differentiation and mediation an investigation in early grade mathematics pedagogy |
| topic | Education |
| url | http://hdl.handle.net/11427/33019 |
| work_keys_str_mv | AT shipmanmegan differentiationandmediationaninvestigationinearlygrademathematicspedagogy |