Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching

Karsenty, Ronnie; Arcavi, Abraham

doi:10.1007/s10857-017-9379-x

Cited by 35 publications

(22 citation statements)

References 21 publications

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“…This reflective activity must be supported by specific instruments that reveal the complexity of the processes and the difficulty of achieving a balance between sometimes conflicting didactic principles. The results of this work have implications for research on teacher education, in particular for those interested in the teachers' reflection and decision-making about their practice (Karsenty & Arcavi, 2017;Tzur, 2001).…”

Section: Introductionmentioning

confidence: 90%

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

Godino

Batanero

Burgos

2023

EURASIA J Math Sci Tech Ed

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Characterizing and measuring the quality of instruction is a matter of growing interest in mathematics education. Based on the notion of didactic suitability and the theoretical assumptions of the onto-semiotic approach, we develop an instrument to systematically analyze the different facets involved in a mathematics instruction process. We also explore the concordances and complementarities with instruments for measuring the quality of instruction. Thus, quantitative quality measurement efforts are complemented by another qualitative approach, focusing on the initiative and responsibility of teachers when they have to make decisions about their teaching practices. This reflective activity must be supported by specific instruments that reveal the complexity of the processes and the difficulty of achieving a balance between sometimes conflicting didactic principles.

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Section: Introductionmentioning

confidence: 90%

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

Godino

Batanero

Burgos

2023

EURASIA J Math Sci Tech Ed

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“…Source: Lovemore, T.S., 2020, `Enriching my teaching around the inverse order relationship in unit fractions at the grade 5 level through the inclusion of musical activities: An action research case study', unpublished Master of Education thesis, Faculty of Education, Rhodes University, Grahamstown on analysing video recordings were chosen to guide the analysis process. These were Adler and Ronda's (2015) framework for analysing mathematics discourse in instruction and the viewing, investigating and discussing environments of learning mathematics framework by Karsenty and Arcavi (2017). From these two frameworks, a colour-coded template (identifying the various sources of data) was developed, in which quotations, reflections and critical elements from the lessons could be recorded.…”

Section: Next Stepsmentioning

confidence: 99%

Enriching the teaching of fractions through integrating mathematics and music

Lovemore

Robertson

Graven

2021

South African Journal of Childhood Education

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The broader study was an action research case study. It employed qualitative methods of data collection, based on cycles of critical reflection and adjustment, including feedback from learners and critical peers.Results: Findings highlighted the value of integrating music and mathematics as a teaching and learning strategy. Learning support materials and activities that promoted curriculum integration were designed. The discussion highlights benefits of these integrated lessons. Conclusion:We conclude by suggesting that teachers explore synergistic opportunities across mathematics and music as subjects. In particular, we suggest curriculum integration to support the teaching of fractions in the primary grades of schooling. Our hope is that this article will encourage teachers to develop their own integrated strategies for enriching their teaching of mathematics.

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“…Este doble abordaje da lugar a una primera versión de la estructura del instrumento en tres dimensiones: Contenido matemático, Didáctica del contenido matemático y Gestión de aula. Esta estructura en tres dimensiones permite acotar el problema de la identificación de elementos de la práctica del profesor, siempre teniendo en cuenta que, aunque la separación facilita el análisis, las tres dimensiones están interrelacionadas (Karsenty y Arcavi, 2017).…”

Section: Comienza La Investigación: Sentando Las Bases Del Proceso De Construcción Del Instrumentounclassified

POEMat.ES: Pauta de observación de la enseñanza de matemáticas en educación secundaria en España

Joglar

Ferrando

Abánades

et al. 2021

AIEM

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El objetivo de este artículo es presentar y justificar el diseño de POEMat.ES, una pauta de observación de acciones del profesor de matemáticas en clase. POEMat.ES ha sido desarrollado por un grupo de investigadores con perfiles diversos en cuanto a experiencia docente e investigadora, a fin de sistematizar la observación de la práctica de enseñanza para entender e interpretar con precisión el proceso de enseñanza de matemáticas en educación secundaria en el contexto español. El diseño de POEMat.ES se ha basado en modelos específicos del conocimiento del profesor de matemáticas. La construcción del instrumento se aborda desde dos aproximaciones complementarias: se proponen categorías de observación de acciones del profesor desde una revisión sistemática de la literatura, y se redefinen, refinan y validan a través de los visionados de vídeos.

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Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching

Cited by 35 publications

References 21 publications

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

Enriching the teaching of fractions through integrating mathematics and music

POEMat.ES: Pauta de observación de la enseñanza de matemáticas en educación secundaria en España

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