ABSTRACT
The argument, thus far, has been couched in general terms. For the purposes of exposition elements within the pedagogic process have been identified and considered separately. In this chapter I illustrate how various themes which have been addressed may be combined in order to examine one particular aspect of children’s learning. The aim is to demonstrate how the ways in which I have been regarding pedagogical practice may be brought together so as to scrutinise the teaching and learning process within the context of some of the frames of reference I have been developing. I also aim to show that we may engage in the rigorous and reflective analysis of the teacher’s practice and children’s learning with reference to that practice and learning itself and without reference to theory and research drawn from other disciplines. I illustrate my case with recourse to formal subtraction.
