This report introduces part of a larger study on secondary teachers’ mathematical and pedagogical discourses that are significant to the coherence of mathematical ideas and practices across educational levels. The study draws on the literature related to what is mostly called Horizon Content Knowledge and specifically on the theoretical construct of the Discourse at the Mathematical Horizon. The aim of this report is to propose and exemplify an analytical approach that conceptualises and identifies the characteristics of this discourse in a lesson observation and an interview with one newly qualified mathematics teacher. The proposed analytical approach illustrates the teacher’s actions of interpreting and giving meaning to students’ unexpected ideas and how these actions can lead in the identification of discursive patterns of how the teacher goes beyond the content of a specific teaching situation.
|Title of host publication||Proceedings of the British Society for Research into Learning Mathematics|
|Publication status||Published - 2020|