Justifications for mathematics teaching: A case study of a mathematics teacher in collegial collaboration
2015 (English)In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, European Socitey for Research in Mathematics Education , 2015, 1637-1643 p.Conference paper (Refereed)
The broad interest of this paper lies in how a mathematics teacher, Mary, justifies her professional decision making. The reported study draws on aspects of a PhD project and analyses Mary's communications within a collaborative teacher meeting focused on the teaching of mathematics to grade five students. The analysis, drawing on social semiotics, highlighted the significance of artefacts, such as multiplication tests, in Mary's articulated decision making. We also give account for what is addressed in a teacher's justifications and how the teacher relates to her students in the justifications. Finally, we discuss the wider social and political context in which the teacher is working.
Place, publisher, year, edition, pages
European Socitey for Research in Mathematics Education , 2015. 1637-1643 p.
Mathematics teacher, mathematics teaching, teacher collaboration, case study, social semiotics
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-129749OAI: oai:DiVA.org:su-129749DiVA: diva2:924340
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, February 2015, Prague, Czech Republic