‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method

Lina Kayali; Irene Biza

‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method

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Abstract

This paper draws on the Knowledge Quartet (Rowland, Huckstep, & Thwaites, 2005) to analyse an introductory to the Iterative Numerical Method Year 13 lesson of a secondary mathematics teacher who uses a range of paper based and electronic resources including Autograph, a mathematics-education software. Data were collected during one lesson observation and a follow up interview with the teacher. Analysis identifies the different aspects of the Knowledge Quartet dimensions: foundation, transformation, connection and contingency, in relation to the introduction to the Iterative method and to the teaching of Year 13 students. Findings demonstrate how the teacher used students’ contributions as resource for his teaching; how he balanced his use of resources; and how he created connections between these resources while he remained attentive to exam requirements

Original language	English
Title of host publication	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Editors	U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis
Publisher	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages	3648-3655
Number of pages	8
Publication status	Published - 2019

Keywords

MathTASK

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CERME11_TWG19_Kayali_Biza-RepositoryAccepted author manuscript, 659 KB

https://hal.archives-ouvertes.fr/hal-02430087

1 Article

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. & Nardi, E., 2019, In: International Journal for Lesson and Learning Studies. 9, 1, p. 43-56 14 p.
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Kayali, L., & Biza, I. (2019). ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3648-3655). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02430087

Kayali, Lina ; Biza, Irene. / ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. editor / U.T. Jankvist ; M. van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. pp. 3648-3655

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abstract = "This paper draws on the Knowledge Quartet (Rowland, Huckstep, & Thwaites, 2005) to analyse an introductory to the Iterative Numerical Method Year 13 lesson of a secondary mathematics teacher who uses a range of paper based and electronic resources including Autograph, a mathematics-education software. Data were collected during one lesson observation and a follow up interview with the teacher. Analysis identifies the different aspects of the Knowledge Quartet dimensions: foundation, transformation, connection and contingency, in relation to the introduction to the Iterative method and to the teaching of Year 13 students. Findings demonstrate how the teacher used students{\textquoteright} contributions as resource for his teaching; how he balanced his use of resources; and how he created connections between these resources while he remained attentive to exam requirements",

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author = "Lina Kayali and Irene Biza",

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pages = "3648--3655",

editor = "U.T. Jankvist and {van den Heuvel-Panhuizen}, M. and M. Veldhuis",

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publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University and ERME",

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Kayali, L & Biza, I 2019, ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. in UT Jankvist, M van den Heuvel-Panhuizen & M Veldhuis (eds), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp. 3648-3655. <https://hal.archives-ouvertes.fr/hal-02430087>

‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. / Kayali, Lina; Biza, Irene.

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. ed. / U.T. Jankvist; M. van den Heuvel-Panhuizen; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. p. 3648-3655.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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AB - This paper draws on the Knowledge Quartet (Rowland, Huckstep, & Thwaites, 2005) to analyse an introductory to the Iterative Numerical Method Year 13 lesson of a secondary mathematics teacher who uses a range of paper based and electronic resources including Autograph, a mathematics-education software. Data were collected during one lesson observation and a follow up interview with the teacher. Analysis identifies the different aspects of the Knowledge Quartet dimensions: foundation, transformation, connection and contingency, in relation to the introduction to the Iterative method and to the teaching of Year 13 students. Findings demonstrate how the teacher used students’ contributions as resource for his teaching; how he balanced his use of resources; and how he created connections between these resources while he remained attentive to exam requirements

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M3 - Chapter (peer-reviewed)

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Kayali L, Biza I. ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, editors, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 2019. p. 3648-3655

‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method

Abstract

Keywords

Access to Document

Research output

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents

Cite this