Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts

Biza, Irene; Nardi, Elena; Zachariades, Theodossios

doi:10.1007/s10857-007-9043-y

Cited by 51 publications

(33 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thompson, 1992;Leder, Pehkonen, & Törner, 2002) acknowledges, there is often an overt discrepancy between theoretically and out-of-context expressed teacher beliefs about mathematics and pedagogy and actual practice. Therefore teacher knowledge is likely to be better explored in situation-specific contexts (Biza et al, 2007). In this sense our study's aims and rationale resonate with those of several other researchers: Herbst and colleagues' (e.g.…”

Section: A Proposed Approach To Analysing Teacher Argumentssupporting

confidence: 70%

“…Herbst & Chazan, 2003;Miyakawa & Herbst, 2007) In this study we engaged mathematics teachers with classroom scenarios which are hypothetical-yet grounded on learning and teaching issues that previous research and experience have highlighted as seminal-and likely to occur in actual practice. The mathematically and pedagogically specific situations that we invite teachers to engage with are in the form of tasks (Biza et al, 2007) with the following structure:…”

Section: A Proposed Approach To Analysing Teacher Argumentsmentioning

confidence: 99%

“…12-13), in the study we draw on here we invite teachers' comments on classroom scenarios (Biza, Nardi, & Zachariades, 2007) in order to discern the influence of the teachers' beliefs and knowledge on the didactical contract (Brousseau, 1997) they are likely to offer their students-see, for example, our account (Biza, Nardi, & Zachariades, 2009) of the multiple didactical contracts on the role of visualisation in mathematics and mathematical learning that teachers are likely to offer their students under those influences. From their utterances we elicit what we see as the arguments they put forward to support or steer away from certain pedagogical actions.…”

mentioning

confidence: 99%

See 2 more Smart Citations

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

2011

Self Cite

View full text Add to dashboard Cite

In this paper we propose an approach to analysing teacher arguments that takes into account fielddependence-namely, in Toulmin's sense, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. Freeman, to circumvent issues that emerge when we attempt to determine the field(s) that an argument relates to, proposed a classification of warrants (a-priori, empirical, institutional and evaluative). Our approach to analysing teacher arguments proposes an adaptation of Freeman's classification that distinguishes between: epistemological and pedagogical a-priori warrants; professional and personal empirical warrants; epistemological and curricular institutional warrants; and, evaluative warrants. Our proposition emerged from analyses conducted in the course of a written-response and interview study that engages secondary mathematics teachers with classroom scenarios from the mathematical areas of Analysis and Algebra. The scenarios are hypothetical, grounded on seminal learning and teaching issues, and likely to occur in actual practice. To illustrate our proposed approach to analysing teacher arguments here we draw on the data we collected through the use of one such scenario, the Tangent Task. We demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal.

show abstract

Section: A Proposed Approach To Analysing Teacher Argumentssupporting

confidence: 70%

Section: A Proposed Approach To Analysing Teacher Argumentsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

2011

Self Cite

View full text Add to dashboard Cite

show abstract

“…The construction of knowledge during argumentation is sensitive to context (materials and artifacts, social interactions, and goals of the participants), so it is important to take into account the specifics of the context in which the study is taking place. In our study, the materials employed in order to trigger the discussion were tasks, which were hypothetical scenarios concerning teaching-and learning-specific content areas that addressed issues that research and experience have highlighted as important (Biza, Nardi, & Zachariades, 2007). These scenarios are likely to occur in actual practice, and they are characterized by both purpose and utility in the sense of Ainley and Pratt (2002).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes

2016

View full text Add to dashboard Cite

In this article, we elaborate methodologies to study the argumentation speech of a teacher involved in argumentative activities. The standard tool of analysis of teachers' argumentation concerning pedagogical matters is Toulmin's model. The theory of argumentation schemes offers an alternative perspective on the analysis of arguments. We propose an integrated way of analysis employing Toulmin's model and argumentation scheme, based on Walton's taxonomy. We examine the change of pedagogical argumentation of a teacher that participated in a graduate course that was based on the analysis of hypothetical classroom scenarios on the teaching of calculus in high school. By exhibiting our methodological analysis in a particular case, we show that by adopting two different analytical perspectives, we gain a deeper understanding of the structure and quality of teachers' argumentation on pedagogical matters. The integration of the two qualitative methodologies could help identify several aspects of possible construction of knowledge in argumentative activities.

show abstract

“…The teachers' decisions are based on how the teacher notices the students' understanding. In this context, designing approaches based on error identification, analysing the reasons why these errors occur and designing approaches to correct and implement them helps teachers to understand the difficulties and challenges faced by their students (An & Wu, 2012;Biza, Nardi & Zhachariades, 2007).…”

Section: Figure 9 Development Of the Ability To Notice Students' Undmentioning

confidence: 99%

Developing Pre-Service Teachers’ Noticing of Students’ Understanding of the Derivative Concept

Sánchez-Matamoros

Fernández

2014

Int J of Sci and Math Educ

View full text Add to dashboard Cite

Abstract. This research study examines the development of the ability of pre-service teachers to notice signs of students' understanding of the derivative concept. It analyses pre-service teachers' interpretations of written solutions to problems involving the derivative concept before and after participating in a teacher training module. The results indicate that the development of this skill is linked to pre-service teachers' progressive understanding of the mathematical elements that students use to solve problems. We have used these results to make some suggestions for teacher training programmes.

show abstract

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts

Cited by 51 publications

References 7 publications

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes

Developing Pre-Service Teachers’ Noticing of Students’ Understanding of the Derivative Concept

Contact Info

Product

Resources

About