Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs

Törner, Günter; Rolka, Katrin; Rösken, Bettina; Sriraman, Bharath

doi:10.1007/978-3-642-00742-2_38

Cited by 21 publications

(7 citation statements)

References 23 publications

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“…Several researchers used Schoenfeld's Teaching-in-Context theory to study teachers' practice and decision-making in the mathematics classroom (e.g., Törner et al in [27]). We follow these researchers to study in-service teachers' integration of ICT in the mathematics classroom.…”

Section: Teachers' Knowledge Beliefs Goals and Decisionsmentioning

confidence: 99%

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

Baya’a

Daher

Anabousy

2019

Int. J. Emerg. Technol. Learn.

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The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.

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Section: Teachers' Knowledge Beliefs Goals and Decisionsmentioning

confidence: 99%

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

Baya’a

Daher

Anabousy

2019

Int. J. Emerg. Technol. Learn.

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“…These observations in our analysis are in line with general observations of previous research. Again, the importance of pursuing content goals became apparent González et al, 2016;Lesseig et al, 2017), as well as the crucial role of prioritizing goals (Schoenfeld, 2010;Törner, 2010). Similarly, it was confirmed that balancing content and process goals is critical (Jackson et al, 2015;Karsenty et al, submitted;Schwarts, 2020), as well as facilitators' PCK-PD about possible teacher answers to and difficulties with tasks (Tekkumru-Kisa & Stein, 2017b).…”

Section: Discussion Of the Analyzed Content-related Facilitator Expertise In A Descriptive Modementioning

confidence: 95%

Conceptualizing content-related PD facilitator expertise

Prediger

Rösken-Winter

Stahnke

et al. 2021

J Math Teacher Educ

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Studies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators should learn often lack a conceptualization that captures facilitators’ expertise for different PD content. In this article, we provide a framework for facilitator expertise that is in line with current conceptualizations but makes explicit the content-related aspects of such expertise. The framework for content-related facilitator expertise combines cognitive and situated perspectives and allows unpacking different components at the PD level and the classroom level. Using two illustrative cases of different PD content (probability education in primary school and language-responsive mathematics teaching in secondary school), we exemplify how the framework can help to analyze facilitators’ practices in content-related ways in a descriptive mode. This analysis reveals valuable insights that support designers of facilitator preparation programs to specify what facilitators should learn in a prescriptive mode. We particularly emphasize the importance of working on content-related aspects, unpacking the PD content goals into the content knowledge and pedagogical content knowledge elements on the classroom level and developing facilitators’ pedagogical content knowledge on the PD level (PCK-PD), which includes curricular knowledge, as well as knowledge about teachers’ typical thinking about a specific PD content. Situated learning opportunities in facilitator preparation programs can support facilitators to activate these knowledge elements for managing typical situational demands in PD.

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“…Schoenfeld's framework has been used in research to identify how beliefs about the nature of teaching, learning and mathematics can influence teacher practice, including goal setting (Aguirre and Speer 2000). In addition, Törner et al (2010) use it to describe how subject matter goals and beliefs can dominate pedagogical content goals and beliefs. Hence, in this research, we sought to obtain data on the beliefs and goals of lecturers (and students) and whether these influence teaching style and assessment practice.…”

Section: Teaching and Learning In Transitionmentioning

confidence: 99%

The school–tertiary interface in mathematics: teaching style and assessment practice

Thomas

Klymchuk

2012

Math Ed Res J

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Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled "Analysing the Transition from Secondary to Tertiary Education in Mathematics" supported by the New Zealand Ministry of Education. The results provide evidence of similarities and differences between teachers and lecturers in their preferred teaching approaches and assessment strategies that contribute to a transitional gap between the school and tertiary sectors. The results also show that each group lacks a clear understanding of the issues involved in the transition from the other's perspective, and there is a need for improved communication between the two sectors.

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Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs

Cited by 21 publications

References 23 publications

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

Conceptualizing content-related PD facilitator expertise

The school–tertiary interface in mathematics: teaching style and assessment practice

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