Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks

Moustapha Correa, Bruna, Bernardes, Aline, Giraldo, Victor, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2021) Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks. The Journal of Mathematical Behavior, 61. ISSN 0732-3123

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Abstract

We explore the conjecture that engaging teachers with activities which feature mathematical practices from the past (history-focused tasks) and in today’s mathematics classrooms (mathtasks) can promote teachers’ problematizing of mathematics and its pedagogy. Here, we sample evidence of discursive shifts observed as twelve mathematics teachers engage with a set of problematizing activities (PA) – three rounds of history-focused and mathtask combinations – during a four–month postgraduate course. We trace how the commognitive conflicts orchestrated in the PA triggered changes in the teachers’ narratives about: mathematical objects (such as what a function is); how mathematical objects come to be (such as what led to the emergence of the function object); and, pedagogy (such as what value may lie in listening to students or in trialing innovative assessment practices). Our study explores a hitherto under-researched capacity of the commognitive framework to steer the design, evidence identification and impact evaluation of pedagogical interventions.

Item Type:	Article
Uncontrolled Keywords:	teacher mathematical and pedagogical discourses,mathematics teacher education,mathtask,problematizing,history of mathematics,theory of commognition
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:	LivePure Connector
Date Deposited:	02 Feb 2021 01:02
Last Modified:	22 Oct 2022 08:33
URI:	https://ueaeprints.uea.ac.uk/id/eprint/79125
DOI:	10.1016/j.jmathb.2021.100840

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