5 results
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2. Patterned Differences in Grade 3 Mathematics Teachers' Working With Representations Across Two Language Contexts: Implications for Learning Opportunities.
- Author
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Poo, Manono
- Subjects
- *
MATHEMATICS teachers , *LEARNING , *LANGUAGE & languages , *CLASSROOMS , *TEACHERS - Abstract
In this paper, illustrative excerpts from mathematics lessons are analysed to examine mathematical and multilingual moves between representations within Sepedi and English medium classrooms. Duval's theory of representational registers and the literature on multilingual practices help foreground similarities within and differences between the instructional practices of four teachers—two teaching in the medium of Sepedi and two in English—as they move between mathematical and multilingual representations in the teaching of numbers. The findings show patterned differences on the basis of the medium of instruction, with the Sepedi medium instruction indicating, primarily, 'restatement' moves between the oral and the symbolic modes of representation, whilst the English medium instruction incorporated a higher incidence of mathematical moves between oral, concrete, iconic and symbolic number-based modes of representation. The evidence of broader use of mathematical representational moves as observed in the English medium lessons offers insights into how and, perhaps, why learners' knowledge development and understanding of early number in English medium classrooms may emerge in ways that are different from the knowledge developed in the Sepedi medium classes. These patterned differences are important to understand in a South African context where language of instruction continues to be associated with differences in mathematical outcomes in ways that, as previously documented, relate to socio-economic disadvantage. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
3. The mathematics teacher's specialised knowledge (MTSK) model*.
- Author
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Carrillo-Yañez, José, Climent, Nuria, Montes, Miguel, Contreras, Luis C., Flores-Medrano, Eric, Escudero-Ávila, Dinazar, Vasco, Diana, Rojas, Nielka, Flores, Pablo, Aguilar-González, Álvaro, Ribeiro, Miguel, and Muñoz-Catalán, M. Cinta
- Subjects
- *
MATHEMATICS teachers , *MATHEMATICS education , *PEDAGOGICAL content knowledge , *TEACHING methods , *LEARNING - Abstract
This paper presents the Mathematics Teacher's Specialised Knowledge (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, the special debt owed to Shulman's notion of pedagogical content knowledge and to Ball and collaborators' Mathematical Knowledge for Teaching (MKT), influential for the specialised nature of one of its sub-domains. The authors' research with teachers has led them to explore the characteristics of MKT and to refine the descriptors relating to its sub-domains, a task which has underlined the difficulty involved in unambiguously delimiting the boundaries which separate these. As a result, and taking into consideration a broader view of the specialised nature of the teacher's mathematical knowledge, the authors propose a framework which, whilst respecting the major domains of Content Knowledge and Pedagogical Content Knowledge, regards the specialisation in respect of mathematical knowledge as a property which is inherent to the model and extends across all sub-domains. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
4. Mathematics teachers’ capacity for change.
- Author
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Golding, Jennie
- Subjects
- *
MATHEMATICS teachers , *MATHEMATICS education , *COLLABORATIVE learning , *LEARNING , *TEACHERS - Abstract
Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued ‘good practice’. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of ‘(mathematics) teacher capacity for change’ at both individual and group levels within teachers’ ‘personal domains’, synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demanding aspirations. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
5. Experience with using counterexamples in an introductory calculus class.
- Author
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Klymchuk, Sergiy
- Subjects
- *
CALCULUS education in universities & colleges , *EXAMPLE , *INTRODUCTORY courses (Education) , *COLLEGE teaching methodology , *MATHEMATICS teachers , *HIGHER education - Abstract
The paper describes a personal experience with using counterexamples as a pedagogical strategy in the teaching and learning of an introductory calculus course at a university of technology. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
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