School knowledge, cross-curricularity and teamwork teaching in the Greek primary school: mathematics education as discursive practice

Maria Nikolakakia* Katerina Dossab  Tzeni Moraitib

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School knowledge, cross-curricularity and teamwork teaching in the Greek primary school: mathematics education as discursive practice

机译：希腊小学的学校知识，跨课程和团队合作教学：数学教育作为话语练习

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Through analysis of exercises offered in mathematics textbooks, this article investigates the discursive practice of cross-curricularity and group work teaching that was advocated in the 2007 reform of mathematics education in Greek primary schools. The conclusion of the research is that the organisation of school knowledge is vertical, and strong classification and strong framing boundaries characterise it. This structure prevents any attempt to take a cross-curricular approach to knowledge management, thus sedating simultaneously any group work method of teaching, as advocated in the discourse. Furthermore, the research supports that the high centralisation of the Greek educational system, with one textbook used exclusively to teach subjects across the country, suffocates any effort to open the classification and framing of school knowledge and de-skills teachers.View full textDownload full textKeywordsclassification, framing, integrated and collection code curriculum, mathematics education, primary schoolRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09585176.2012.678711

机译：通过分析数学教科书中提供的练习，本文研究了2007年希腊小学数学教育改革中倡导的跨课程和小组合作教学的话语实践。研究的结论是学校知识的组织是垂直的，并且强大的分类和强大的框架边界是它的特征。这种结构避免了采取跨课程的知识管理方法的尝试，从而同时镇静了课堂教学中所提倡的任何小组教学方法。此外，该研究还支持希腊教育系统的高度集中化，其一本专门用于全国范围内教科目的教科书，足以窒碍打开学校知识和技能技能教师的分类和框架的努力。，框架，集成和收集代码课程，数学教育，小学相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09585176.2012.678711

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《Curriculum Journal》 |2012年第2期|p.247-260|共14页
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Maria Nikolakakia* Katerina Dossab Tzeni Moraitib;
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School knowledge, cross-curricularity and teamwork teaching in the Greek primary school: mathematics education as discursive practice

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