International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Manizade, Agida G.; Orrill, Chandra Hawley

doi:10.1080/14794802.2020.1798809

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Learners are to be engaged in quality teaching experiences to enable them to gain proficient geometric thinking. To develop quality geometric thinking among learners, they must be guided to construct geometric meaning from the learning experiences (Manizade & Orrill, 2020). This means that learners need to be encouraged to take ownership of learning by actively participating in the lesson and learn by doing.…”

Section: Geometry Education Internationallymentioning

confidence: 99%

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

Larbi

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five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking, spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in general. However, geometry is noted to be difficult for learning as well as teaching. An investigation of this difficulty, especially with teachers, will help address its teaching and learning. The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom discourse using the commognitive lens. The study was guided by three objectives, which were to analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine thinking in solving the geometric tasks, and how these informed their classroom geometric discourse. The study aligned itself to the qualitative approach and was underpinned by the interpretivist research paradigm. Eight pre-service teachers who were second-year university students and had taken geometry as part of their programme modules, participated in the study. The study site was conveniently selected, whilst the participants were selected on purposively. Geometry worksheet (test), interview and classroom observation, were used to generate written, verbal (oral) response, and visual data in relation to the study objectives. The data was analysed using the themes of the commognitive framework. The results show that both literate and colloquial word use were found in the discourses of the pre-service teachers. Many participants in Group A used more literate words to define and explain geometric concepts and how they solved the geometry problems, than the participants in Group B, who used both literate and colloquial words. Also, the routine solution strategies of many in Group A showed more of an explorative way of thinking compared to those in Group B, who demonstrated more of a ritualised way of thinking. In addition, multiple solutions to tasks were found by many of Group A participants than those in Group B. Generally, many of the study participants demonstrated limited geometric thinking. Misconceptions were evident in the discourses of some pre-service teachers in both groups. Other key findings from the classroom observation were that, many participants in Group A demonstrated an explorative instruction that is characterised by developing learner understanding and using different kinds of visual mediators as compared to participants in Group B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching was more procedure-driven than conceptual. The study concludes that many of the PSTs possess limited geometric thinking. In addition, those who possessed good geometric thinking were more capable of engaging learners in explorative instruction compared to those with limited geometric thinking. These findings may have an influence on mathematics teacher educators’ efforts to develop teaching competence among pre-service teachers.

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Section: Geometry Education Internationallymentioning

confidence: 99%

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

Larbi

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The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills

Buchholtz

Kaiser

Schwarz

2023

Mathematics Education in the Digital Era

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To assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others focusing on the knowledge, skills, and values that a teacher possesses. To appropriately describe these competencies, current research departs from a broad conceptualization of competence that includes dispositional aspects, such as mathematical content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Furthermore, situation-specific skills that are related to school practice such as the perception of instructional quality, interpreting, and decision-making are considered. The chapter gives an overview of different conceptualizations of teachers’ professional competence used in mathematics education studies and describes the evolution of research on mathematics teachers’ competence over the last three decades. It concludes with theoretical and methodological challenges that research in this field focuses on today.

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The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers’ Pre-post Classroom Activities

Manizade

Moore

Beswick

2023

Mathematics Education in the Digital Era

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Lesson planning, assessment, and reflection constitute the key actions that teachers perform when students are not present in the classroom (henceforth, “Type D” variable). These “pre- and post-”actions are the most direct ways through which teachers shape their observable teaching work as mediated by their goals for their teaching. These goals are representations of teachers’ epistemological commitments apropos of teaching mathematics, whether those commitments be consciously espoused or unconsciously reproduced due to constraints within which they work. In this chapter, we survey the literature on lesson planning, assessment, and reflection according to eight epistemological paradigms that are widely known in the field of mathematics teaching. These epistemological paradigms are: Situated Learning Theory, Behaviorism, Cognitive Learning Theory, Social Constructivism, Structuralism, Problem Solving, Culturally Relevant Pedagogy, and Project- and Problem-Based Learning. We situate other perspectives on learning theory, which are derivatives of these prevailing paradigms, within this overarching frame. Our literature search revealed that some of the theoretical perspectives are well-reported in the literature whilst others have not received the same amount of attention from researchers. We detail each perspective, providing a definition, goals for teaching, pros and cons, and examples from the literature. We posit that, with the advent of the digital era of mathematics education, researchers must engage more explicitly with the theoretical perspectives we identified as underserved and must reckon with their own epistemological commitments more intentionally when reporting on studies regarding Type D.

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International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Cited by 3 publications

References 22 publications

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills

The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers’ Pre-post Classroom Activities

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