TY - JOUR
T1 - Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education
AU - Biza, Irene
AU - Nardi, Elena
AU - Joel, Gareth
N1 - This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
PY - 2015
Y1 - 2015
N2 - In this paper we present the results from a study conducted in a UK institution in which 21mathematics pre-service teachers engage with two practice-based tasks featuring incidents where classroom management interferes with mathematical learning. We investigate their considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the teaching and learning of mathematics. In our analysis we used the constructs of social and sociomathematical norms (Cobb & Yackel, 1996) and Teaching Triad (Jaworski, 1994). Results indicate commendable norms pre-service teachers aspire to establish in their classroom, such as peer respect, value of discussion and investigative mathematical learning. However, they often miss the opportunity to engage students with metacognitive discussions and mathematical challenge as they focus on behavioural issues or endorse dichotomous and simplistic views of mathematical learning. We credit these tasks with allowing insight into pre-service teachers’ considerations and we propose their further implementation in teacher education programs.
AB - In this paper we present the results from a study conducted in a UK institution in which 21mathematics pre-service teachers engage with two practice-based tasks featuring incidents where classroom management interferes with mathematical learning. We investigate their considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the teaching and learning of mathematics. In our analysis we used the constructs of social and sociomathematical norms (Cobb & Yackel, 1996) and Teaching Triad (Jaworski, 1994). Results indicate commendable norms pre-service teachers aspire to establish in their classroom, such as peer respect, value of discussion and investigative mathematical learning. However, they often miss the opportunity to engage students with metacognitive discussions and mathematical challenge as they focus on behavioural issues or endorse dichotomous and simplistic views of mathematical learning. We credit these tasks with allowing insight into pre-service teachers’ considerations and we propose their further implementation in teacher education programs.
KW - mathematics teachers
KW - mathematical learning
KW - classroom management
KW - social and sociomathematical norms
KW - teaching triad
M3 - Article
VL - 17
SP - 182
EP - 198
JO - Mathematics Teacher Education and Development
JF - Mathematics Teacher Education and Development
IS - 2
ER -