id: 06675857
dt: a
an:
au: Kumar, Ruchi S.; Subramaniam, K.
ti: Constraints and affordances in bringing about shifts in practice towards
developing reasoning in mathematics: a case study.
so: Kaur, Berinderjeet (ed.) et al., Professional development of mathematics
teachers. An Asian perspective. Singapore: Springer (ISBN
978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education
‒ An Asian Perspective, 121-140 (2017).
py: 2017
pu: Singapore: Springer
la: EN
cc: D39 E59 C29
ut: teacher practice; teacher identity; teacher beliefs; professional
development; procedure-based teaching; reasoning-based teaching;
teacher-researcher collaboration
ci:
li: doi:10.1007/978-981-10-2598-3_10
ab: Summary: In this chapter, we describe the case study of an in-service
teacher, Swati, who participated in a study aimed at supporting
teachers to develop resources for teaching mathematics with
understanding. We present an analysis of Swati’s teaching practice
and illustrate how shifts appeared in her practice from procedure based
teaching to teaching that supports reasoning. We discuss these shifts
in practice in the light of constraints and affordances experienced by
the teacher. We claim that the teacher’s shift in practice was
constrained by tensions experienced with regard to beliefs, tensions
experienced in negotiating social norms of mathematics pedagogy and
assessment, and limited pedagogical content knowledge. Affordances for
exploring reasoning based practices were provided by Swati’s
reflection on her own practice and beliefs in collaboration with the
researcher and peers in workshops, participating in workshop to develop
resources for teaching and an alternative image for mathematics
teaching and finally, adopting an identity of a teacher focusing on
reasoning rather than procedures.
rv: