id: 06603307
dt: j
an: 2016e.00182
au: Rhoads, Kathryn; Weber, Keith
ti: Exemplary high school mathematics teachers’ reflections on teaching: a
situated cognition perspective on content knowledge.
so: Int. J. Educ. Res. 78, 1-12 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C39 C49 D39 B50
ut: content knowledge for teaching; secondary mathematics; teacher reflections;
situated cognition; exemplary teachers
ci:
li: doi:10.1016/j.ijer.2016.02.006
ab: Summary: This study explored mathematical knowledge needed for teaching by
seeking perspectives of exemplary high school mathematics teachers.
Participants were 11 teachers in one region of the United States who
had been recognized for their excellent teaching through standardized
programs. In individual interviews, participants reflected on their
teaching with consideration of the mathematical knowledge used.
Interview questions about abstract mathematical knowledge were
developed from a cognitive perspective, but these did not capture
teachers’ understandings. Instead, grounded analysis of teachers’
reflections and a situated cognition perspective illuminated
teachers’ rich ways of knowing and using mathematics. This work
illustrates how a change in research perspective can give insight into
the affordances, rather than deficits, of teachers’ mathematical
knowledge.
rv: