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A Contemporary Theory of Mathematics Education ResearchThe Point of My Own Teaching

A Contemporary Theory of Mathematics Education Research: The Point of My Own Teaching [This chapter provides an account of my own mathematics teaching with student teachers and explains why I find teaching mathematics so exciting if it can be linked to the generation of multiple perspectives to be shared rather than the reproduction of a dominant view with prescribed pathways to this view. Some trainee teachers report on shared experience in a spatial awareness exercise concerned with exploring alternative apprehensions of geometric objects. Examples are provided of student teachers encapsulating their perceptions. The diversity of responses reveals alternative subjective positions each highlighting different qualities of the apprehended object. I have sought to show through my own teaching how mathematical challenges might be seen more in terms of students being supported in developing accounts of and gaining confidence in their own perspectives rather than meeting preset objectives. The chapter concludes with a brief account of how the teaching responded to lockdown conditions and where mathematics was evaluated from multiple pedagogical perspectives.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Contemporary Theory of Mathematics Education ResearchThe Point of My Own Teaching

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References (11)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
ISBN
978-3-030-55099-8
Pages
73 –89
DOI
10.1007/978-3-030-55100-1_6
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter provides an account of my own mathematics teaching with student teachers and explains why I find teaching mathematics so exciting if it can be linked to the generation of multiple perspectives to be shared rather than the reproduction of a dominant view with prescribed pathways to this view. Some trainee teachers report on shared experience in a spatial awareness exercise concerned with exploring alternative apprehensions of geometric objects. Examples are provided of student teachers encapsulating their perceptions. The diversity of responses reveals alternative subjective positions each highlighting different qualities of the apprehended object. I have sought to show through my own teaching how mathematical challenges might be seen more in terms of students being supported in developing accounts of and gaining confidence in their own perspectives rather than meeting preset objectives. The chapter concludes with a brief account of how the teaching responded to lockdown conditions and where mathematics was evaluated from multiple pedagogical perspectives.]

Published: Oct 6, 2020

Keywords: Spatial apprehension; Curves; Circle; Sphere; Ellipse; Planetary movement; Lockdown; Teaching; Field of enquiry; Reflection

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