What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning?

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Joel, Gareth (2014) What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In: British Society for Research into Learning Mathematics, 2014-06-14, University of Southampton.

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Abstract

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.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	teacher education,classroom management,task design,situation-specificity,mathtask
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	Pure Connector
Date Deposited:	11 Mar 2016 15:00
Last Modified:	01 Nov 2022 10:17
URI:	https://ueaeprints.uea.ac.uk/id/eprint/57438
DOI:

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