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What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2014).
Summary: What are prospective teachers’ considerations when they make decisions in situations where classroom management interferes with mathematical learning? In this paper we present research that explores prospective teachers’ pedagogical and epistemological considerations in intended actions through their written responses to situation-specific tasks. Specifically, we introduce a type of task that addresses both mathematical learning and classroom management issues; and, we discuss the written responses of 21 prospective mathematics teachers to one of these tasks in which a student’s unease with Algebra is met with another student’s dismissive and offensive response. The analysis we present here observes a lack of balance in the participants’ responses in favour of behavioural issues and at the expense of epistemological issues.
Classification: D40 D30 C29
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