Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks |
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| Authors: | Roza Leikin Anat Levav-Waynberg |
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| Institution: | (1) Faculty of Education, University of Haifa, Haifa, 31905, Israel |
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| Abstract: | This study is grounded in the theoretical position that solving problems in different ways creates mathematical connections
when learning and teaching mathematics. It acknowledges the central role teachers play in providing students with learning
opportunities, and it is based on the empirical finding that mathematics teachers are reluctant to solve problems in different
ways in the classroom. In this paper we address the contradiction between theory-based recommendations and school mathematics
practice. Based on analysis of individual interviews and two group meetings with 12 Israeli secondary school mathematics teachers,
we demonstrate that in the context of multiple-solution connecting tasks this discrepancy is caused by the situated nature
of the teachers’ knowledge. We also reveal the complex relationship between different types of teacher knowledge and argue
the significance of developing a common language between members of the mathematics education community, including teacher
educators and researchers.
The names of the teachers have been changed to protect their privacy. |
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| Keywords: | Mathematics teachers Multiple solution connecting tasks Teacher knowledge Teaching practice |
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