## Abstract

This paper describes a framework for mathematics lesson observation and

illustrates the ways that this framework is being used in practice, for mathematics teaching

development. The research which led to the development of the framework drew on

videotapes of mathematics lessons prepared and conducted by elementary pre-service

students towards the end of their initial training. A grounded theory approach to data analysis

led to the emergence of the framework - a ‘knowledge quartet’, with four broad dimensions,

through which the mathematics-related knowledge of these teachers could be observed in

practice. We term the four units: foundation, transformation, connection and contingency.

This paper describes how each of these units is characterised, and analyses a fragment of one

of the videotaped lessons, showing how each dimension of the quartet can be identified in the

lesson.

illustrates the ways that this framework is being used in practice, for mathematics teaching

development. The research which led to the development of the framework drew on

videotapes of mathematics lessons prepared and conducted by elementary pre-service

students towards the end of their initial training. A grounded theory approach to data analysis

led to the emergence of the framework - a ‘knowledge quartet’, with four broad dimensions,

through which the mathematics-related knowledge of these teachers could be observed in

practice. We term the four units: foundation, transformation, connection and contingency.

This paper describes how each of these units is characterised, and analyses a fragment of one

of the videotaped lessons, showing how each dimension of the quartet can be identified in the

lesson.

Original language | English |
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Pages (from-to) | 107-123 |

Journal | The Mathematics Educator |

Volume | 10 |

Issue number | 1 |

Publication status | Published - 2007 |