Differentiation and mediation: An investigation in early-grade mathematics pedagogy

This thesis explores differentiating practices within the context of an early-grade mathematics intervention. Through qualitative research, the study looks at pedagogic interpretations of differentiated instruction. Situating mediation as a central feature to differentiated instruction, this thesis investigates two key features. Firstly, mediation requires differentiating in terms of grouping – in both cognitive development and classroom organisation. Secondly, mediation requires consideration of the form of pedagogy between teacher and learners. In an effort to consider mediation systematically, I explore the productivity of a Bernsteinian framework through which the data can be measured. Through control relations in the selection, sequence, pace, evaluative criteria and hierarchical rules within the pedagogic structure, my intention is to illustrate how mediation ‘happens' in different ways. Locating this study within three Grade 3 classes in the same school, the analysis reveals a trajectory in the pedagogic structure across tasks within lessons. Certain patterns emerge in the data and, with mixed control relations in evaluative criteria and weakened control of hierarchical rules in particular, a framework is developed with which mediation can be measured. Ultimately, the analysis provides a micro-lens into mediation within a differentiating pedagogy and a framework through which mediational patterns might be explored in a larger or more varied sample.

Grantor

School of Education

Year dc:date.issued

2020

Author dc:creator

• Shipman, Megan

Advisor dc:contributor.advisor

• Hoadley, Ursula

• Education

Handle dc:identifier.uri

http://hdl.handle.net/11427/33019

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/33019