- Title
- Enactivism as a powerful theoretical framework for research and tool to reflect on my own role as a supervisor:
- Creator
- Schäfer, Marc
- Date Issued
- 2016
- Date
- 2016
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/141102
- Identifier
- vital:37944
- Identifier
- DOI: 10.1080/18117295.2016.1243938
- Description
- Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted role of the supervisor of this study. Despite the inevitable embodied relationship between the supervisor and the supervised PhD project, it is not often written about. This paper thus attempts to address this. The PhD study in question used constructs of enactivism such as autonomy, sense-making, emergence, embodiment and experience to design a pre-service mathematics education programme and then explored the growth of student teachers’ mathematical identity and disposition in their development of becoming mathematics teachers. The PhD supervision process was framed by the enactivist notion that learning and the construction of meaning and knowledge is co-created by the lecturer, the student and the particular context.
- Format
- 11 pages
- Format
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education
- Relation
- Schäfer, M., 2016. Enactivism as a powerful theoretical framework for research and tool to reflect on my own role as a supervisor. African Journal of Research in Mathematics, Science and Technology Education, 20(3), pp.314-324.
- Relation
- African Journal of Research in Mathematics, Science and Technology Education volume 20 number 3 314 324 November 2016 2469-7656
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Open Access Statement (https://www.tandfonline.com/openaccess)
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Collections
Schafer, Marc (Prof)
RU DST/NRF SARChI for Mathematics Education
RU Department of Education
SDG 04. Quality Education
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