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Konstantinos Stouraitis Despina Potari Jeppe Skott 《Educational Studies in Mathematics》2017,95(2):203-217
The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system. 相似文献
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Journal of Mathematics Teacher Education - 相似文献
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Journal of Mathematics Teacher Education - 相似文献
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This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives.
Considering teaching as activity, it uses Activity Theory and, in particular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological
approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a
UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions
about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework
provided a way to address complexity in the activity of teaching and its development based on recognition of central social
factors in mathematics teaching–learning. 相似文献
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Despina Potari Haralambos Sakonidis Roula Chatzigoula Alexandros Manaridis 《Journal of Mathematics Teacher Education》2010,13(6):473-485
The study reported here concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting
an emerging community of inquiry into mathematics teaching. In the article, the process of the forming of this community is
discussed, focusing on the reflective activity developed by its members as well as the tensions and conflicts that emerged
in the shaping of an inquiry identity by them. Furthermore, shifts in the mode of participation in the community and thus
learning gains of all members are identified, with the teachers gradually developing an awareness of teaching practice in
general, and the researchers becoming progressively acquainted with the reflexive relationship between inquiring into teaching
practice and teachers’ professional development. 相似文献
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This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical
meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their
working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont’ev’s
work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified,
and correlated the tools that mediated the technicians’ activity, and we studied the mathematical meanings that emerged. A
systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts)
and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of
the technicians’ activity, while the constant interrelation and association of these tools during the working process addressed
the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers’
perspective. Technicians’ emerging mathematical meanings referred to place value, spatial, and algebraic relations and were
expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the
findings are discussed. 相似文献
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Efi Paparistodemou Despina Potari Demetra Pitta-Pantazi 《Educational Studies in Mathematics》2014,86(1):1-18
This study investigates early childhood prospective teachers’ attention to geometrical tasks while designing and using them in the classroom. This is explored in the context of the teaching practice of 11 prospective teachers who taught geometry in early childhood classrooms during the last semester of their university studies. The teaching practice was organized into four stages: design of a lesson plan; classroom implementation; discussion of the lesson with the school practice instructor; and self-assessment report and revision of the lesson. Analysis of data using the Teaching Triad framework (Jaworski, 1994) shows that although the prospective teachers attended to issues of mathematical challenge, sensitivity to students, and management of learning in their planning, in their actual teaching and after class reflection, their attention was focused mainly on management issues. The findings also show that prospective teachers’ attention on geometrical tasks can be developed through a process of reflection on their teaching. 相似文献
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