Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts
By Irene Biza, Elena Nardi, T. Zachariades. 2007
85 citations recorded by the source corpus.
AbstractResearch often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $$ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $$) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/122662424b747cb61d6a83bbe4ccf931e1f8db98
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In Education
- D. Leiss
- Werner Blum
- G. Bruckmaier
- S. Krauss
- Irene Biza
- Elena Nardi
- T. Zachariades
- Thorsten Scheiner
Citations in the corpus
- Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Such didactical opportunities (Dimension 5) for fruitful learning can unexpectedly appear in certain situations, or they can be provoked in a specific teaching situation (cf. Biza et al. 2007).”
- ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, background): “The mathematically and pedagogically specific situations that we invite teachers to engage with are in the form of tasks (Biza et al., 2007) with the following structure: • Solving (and reflecting upon the learning objectives within) a mathematical problem • Examining flawed (fictional) student…”