Explicating the Teacher's Perspective from the Researchers' Perspectives: Generating Accounts of Mathematics Teachers' Practice

Simon, Martin; Tzur, Ron

doi:10.2307/749835

Cited by 88 publications

(38 citation statements)

References 12 publications

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“…The research team created Unit Sets using the video data, modifying the teaching set methodology (Simon and Tzur 1999;Cobb et al 2009), which involves videotaping multiple lessons and using specific events or practices observed in those lessons as the basis of teacher interviews. The Unit Sets consisted of six to ten videotaped class sessions, usually consecutive, as well as a pre-unit interview and a post-unit video-stimulated interview.…”

Section: Data Collectionmentioning

confidence: 99%

Learned adaptations: Teachers’ understanding and use of curriculum resources

Choppin

2011

J Math Teacher Educ

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This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations in the teacher resource materials. There were differences in how their task revisions were in response to what they observed about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations of students' strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students' opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level, but also across instructional sequences as well. This study also shows how professional vision is not limited to informing only in-the-moment instructional decisions, but also to the use of curriculum materials.

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Section: Data Collectionmentioning

confidence: 99%

Learned adaptations: Teachers’ understanding and use of curriculum resources

Choppin

2011

J Math Teacher Educ

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“…Even when reform-oriented curricula and materials are available, as they increasingly are, if teachers lack the conceptual base, their implementation of these materials may be superficial (Windschitl, 2002). Simon and Tzur (1999) noted that mathematics teachers have appropriated certain reformoriented strategies (e.g., collaborative learning and the use of manipulatives) but the reform movement has not provided clear direction for how to help students develop mathematical ideas. Teachers may need years of sustained professional development (with technical, intellectual, and emotional support) to translate information from professional development into classroom practice (Lappan et al, 1988).…”

Section: The Difficulty Of Reform-oriented Teachingmentioning

confidence: 99%

“…We took the stance that teachers' actions are rational and coherent in their perspective and that our purpose should be to uncover that perspective (Philipp, 2007;Simon & Tzur, 1999).…”

Section: The Interviewmentioning

confidence: 99%

“…Education scholars have defined practice to encompass not just teaching actions and strategies but also what the teacher thinks, believes, and feels about them (Simon & Tzur, 1999) and their environmental contexts and historical traditions (Grossman, Compton, et al, 2009). In sum, the concept of practice entwines action with perception, regularity, and context.…”

Section: Introductionmentioning

confidence: 99%

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Why new mathematics teachers do or don’t use practices emphasized in their credential program

Gainsburg

2012

J Math Teacher Educ

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“…Data collection relied on a teaching set methodology Simon and Tzur 1999), which involves collecting video records of multiple lessons along with associated artifacts and then using specific events or practices observed in the data as a basis for teacher interviews. The ICUBiT study collected teaching sets for 25 teachers.…”

Section: Data Sourcesmentioning

confidence: 99%