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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1974/1766
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| Title: | Theory, Research, and Practice: Developing a Model for Teaching Mathematics |
| Authors: | LAFORTUNE, DIANNE |
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| Keywords: | Dewey, John
Math Learning Disability |
| Issue Date: | 2009 |
| Series/Report no.: | Canadian theses |
| Abstract: | Dewey provides a rich context in which to develop an understanding of education as growth. By developing an understanding of education as growth, educational research can be incorporated into that context so that a more comprehensive model of education may be considered. Education as growth suggests that education is about progress rather than end states. The knowledge and skills of inquiry must be understood as part of an interconnected whole that includes the physical, social, and intellectual growth of the individual and the community. The role of inquiry in the development of concepts and habits that foster the intellectual and cultural growth of the individual and community are discussed. The work of researchers on math learning disabilities is presented and examined in light of Dewey’s concepts of growth and inquiry so that the educational needs of students with math learning disabilities might be included in a model of education. The quality of the educational experiences of students with math learning disabilities has significant implications for the growth and development of all students, parents, teachers, researchers, and the community. |
| Description: | Thesis (Master, Education) -- Queen's University, 2009-04-16 19:58:52.504 |
| URI: | http://hdl.handle.net/1974/1766 |
| Appears in Collections: | Education Graduate Theses
Queen's Theses & Dissertations
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