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

Lina Kayali, Irene Biza

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

16 Downloads (Pure)


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 languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsU.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Number of pages8
Publication statusPublished - 2019


  • MathTASK

Cite this