Research on Practical Rationality: Studying the justification of actions in mathematics teaching
By Patricio G. Herbst, D. Chazan. The Mathematics Enthusiast, 2011
96 citations recorded by the source corpus.
Building on our earlier work conceptualizing teaching as the management of instructional exchanges, we lay out a theory of the practical rationality of mathematics teaching—that is, a theory of the grounds upon which instructional actions specific to mathematics can be justified or rebuffed. We do that from a perspective informed by what experienced practitioners consider viable but also in ways that suggest operational avenues for the study of instructional improvement, in particular for improvements that enable students to do more authentic mathematical work. We show how different kinds of experiments can be used to engage in theory building and provide examples of initial work in building this theory.
Subfields: Education, Philosophy
View Paper: https://www.semanticscholar.org/paper/ab317b258b3a2dd588a35f0ec7cd40f2c446ea8c
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Citations in the corpus
- The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “In this respect, dominant frames are not unlike the “practical rationality” that undergirds any practice (Herbst & Chazan, 2003, 2011).”