Secondary-school teachers' noticing of aspects of mathematics teaching talk in the context of one-day workshops
Planas, Núria (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)
Alfonso, Jose Maria (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)

Data:	2023
Resum:	In a research project with one-day teacher education workshops for secondary-school mathematics teachers, our study explores the potential of tool-supported discussions in helping them to notice important and critical aspects of mathematics teaching talk. Mathematical practices of naming and explaining in teaching talk, students' content learning challenges, and noticing processes of identifying, interpreting and deciding are the components of our framework and the tools that guided the design and implementation of three workshops on linear equations, fractions and plane isometries. The data was collected during the discussions with the seven teachers and the teacher educator throughout these workshops. The coding of the discussions allowed us to see discourse moves that reveal the teachers' noticing of: (i) challenges in the identification of mathematical naming, (ii) mathematical explaining that voices the students' learning, (iii) classroom practice in relation to mathematical naming and explaining.
Ajuts:	Agencia Estatal de Investigación 2021SGR-159 Agencia Estatal de Investigación PID2019-104964GB-I00
Nota:	Altres ajuts: acords transformatius de la UAB
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Mathematics teacher education workshops ; Mathematical naming and explaining in ; Teaching talk ; Students' content learning challenges ; Noticing processes
Publicat a:	Journal of Mathematical Behavior, Vol. 71 (september 2023) , ISSN 0732-3123

DOI: 10.1016/j.jmathb.2023.101084

12 p, 526.4 KB

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