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

Lena Lindenskov (1) , Pia Beck Tonnesen (2) , Peter Weng (2) , Camilla Hellsten Østergaard (2)

1 Aarhus University [Aarhus]
2 Metropolitan University College

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.

Mots clés: Networking theories; early intervention in mathematics; math holes; constructivism; critical mathematics education

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

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. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2675-2680. ⟨hal-01289456⟩