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 |
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Publication date | 2015 |
Number of pages | 7 |
Publication status | Published - 2015 |