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

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › 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	English
Title of host publication	Proceedings af the Ninth Congress of the European Society for Research in Mathematics Education,
Number of pages	7
Place of Publication	Prague
Publisher	Charles University in Prague
Publication date	2015
Pages	2675–2680
Publication status	Published - 2015
Event	9th Congress of the European Society for Research in Mathemathics Education: CERME9 - Charles University in Prague, Prag, Czech Republic Duration: 4 Feb 2017 → 9 Feb 2017 Conference number: 9 https://hal.science/CERME9

Conference

Conference	9th Congress of the European Society for Research in Mathemathics Education
Number	9
Location	Charles University in Prague
Country/Territory	Czech Republic
City	Prag
Period	04/02/17 → 09/02/17
Internet address	https://hal.science/CERME9

Access to Document

https://hal.science/hal-01289456

Cite this

@inproceedings{2fcf91794152463cb5e4d53aaf07b6d1,

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",

language = "English",

pages = "2675{\textendash}2680",

booktitle = "Proceedings af the Ninth Congress of the European Society for Research in Mathematics Education,",

publisher = "Charles University in Prague",

address = "Czech Republic",

note = "9th Congress of the European Society for Research in Mathemathics Education ; Conference date: 04-02-2017 Through 09-02-2017",

url = "https://hal.science/CERME9",

}

Lindenskov, L, Tonnesen, PB, Weng, P & Østergaard, CH 2015, Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case. in Proceedings af the Ninth Congress of the European Society for Research in Mathematics Education,. Charles University in Prague, Prague, pp. 2675–2680, 9th Congress of the European Society for Research in Mathemathics Education, Prag, Czech Republic, 04/02/17. <https://hal.science/hal-01289456>

Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case. / Lindenskov, Lena; Tonnesen, Pia Beck; Weng, Peter et al.
Proceedings af the Ninth Congress of the European Society for Research in Mathematics Education,. Prague: Charles University in Prague, 2015. p. 2675–2680.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

TY - GEN

T1 - Theories to be combined and contrasted

T2 - 9th Congress of the European Society for Research in Mathemathics Education

AU - Lindenskov, Lena

AU - Tonnesen, Pia Beck

AU - Weng, Peter

AU - Østergaard, Camilla Hellsten

N1 - Conference code: 9

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 - Conference contribution to proceeding

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EP - 2680

BT - Proceedings af the Ninth Congress of the European Society for Research in Mathematics Education,

PB - Charles University in Prague

CY - Prague

Y2 - 4 February 2017 through 9 February 2017

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