Triggers of contingency in mathematics teaching

Rowland, Tim, Thwaites, Anne and Jared, Libby (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education, 17 (2). pp. 74-91. ISSN 1479-4802

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Abstract

Our research in the last decade has been into classroom situations that we perceive to make demands on mathematics teachers' disciplinary knowledge of content and pedagogy. Amongst the most visible of such situations are those that we describe as ‘contingent’, in which a teacher is faced with some unexpected event, and challenged to deviate from their planned agenda for the lesson. Our findings and the associated grounded theories have been open to enhancement and revision as new classroom data has been gathered. In this article, we propose a classification of the origins of contingent classroom episodes: namely the students; the teacher him/herself; and pedagogical tools and resources. This classification extends and elaborates our original conception of ‘contingent’, in response to more recent data.

Item Type:	Article
Uncontrolled Keywords:	teacher knowledge,knowledge quartet (kq),contingency,lesson planning,technology
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
Related URLs:	http://www.tandfonline.com/doi/full/10.1...
Depositing User:	Pure Connector
Date Deposited:	18 Jul 2017 05:06
Last Modified:	22 Oct 2022 02:54
URI:	https://ueaeprints.uea.ac.uk/id/eprint/64136
DOI:	10.1080/14794802.2015.1018931

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