Tackling Complexity In Mathematics Teaching Development: Using the Teaching Triad as a Tool for Reflection and Analysis

By Despina Potari, B. Jaworski. 2002

102 citations recorded by the source corpus.

This paper reports research that attempts tomake sense of the complexity of mathematicsteaching and its development at secondaryschool level. The research was conducted inpartnership between two teachers and twoeducator/researchers over one school term intwo U.K. schools. A theoretical construct, theteaching triad, was used as an analyticaldevice (by the researchers) and as a reflectiveagent for teaching development (by theteachers). The focus of analysis was theinteractions between teacher and students atwhole class and small group level. Both micro-and macro-analyses were undertaken. We presentdetails of the processes involved in examplesfrom the teaching of one teacher as shetranslated theoretical aims into classroompractice. The use of the triad allowed accessto complexity, involving both psychological andsociological elements, and to the position of asincere teacher with respect to competingforces in the educational system. Thepotential of the triad for teacher and teachingdevelopment is discussed.

Subfields: Education

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Citations in the corpus

Teachers’ professional practice conducting mathematical discussions (2016, background): “Schoenfeld (2014) considers whole class discussions as key kind of activity structure and led a project to develop a set of rubrics to study their quality (see http://map.”
Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development (2009, methodology): “In terms of the teaching triad, we might speak of harmony between challenge and sensitivity ( Potari & Jaworski, 2002 ): the teacher’s challenges are posed at an appropriate level for students to engage and achieve.”
Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, methodology): “teaching take place are too complex for such behavioural association (e.g., Bauersfeld, 1988; Cobb, Confrey, di Sessa, Lehrer, & Schauble, 2003; Potari & Jaworski, 2002 ).”
ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS (2012, background): “... stresses several factors that are essential for high-quality mathematics, including (a) providing opportunities for arguing and making connections, by asking high-level questions and presenting challenging mathematical tasks (Boaler, 2001 ;J aworski, 1992, 1994); (b) encouraging cognitive and me”
Research Practice into/influencing Mathematics Teaching and Learning Development: Towards a Theoretical framework based on co-learning partnerships (2003, background): “…published in which examples are provided of relationships between teachers and educators in co-learning situations premised on the development of mathematics teaching and the ultimate enhancement of mathematics learning in classrooms (Jaworski, 1998, 1999, 2001a,b; Potari and Jaworski, 2002).”
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom (2011, unknown): “Enacting scaffolding requires sensitivity to students, which Potari and Jaworski (2002, pp. 352–353) deﬁne as ‘‘the teacher’s knowledge of students and attention to their needs.’’”