Using zone theory to understand teacher identity as an embedder-of-numeracy: an analytical framework

Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration

“…Further, "The ZFM structures the teacher's environment, or professional context" (p. 523), and elements of the ZFM could include teachers' knowledge and beliefs, curriculum and assessment requirements, but also organisational structures (school timetable, class allocations, student groupings) and organisational cultures. A succinct summary of these two zones is offered by Bennison and Goos (2013), who stated that, "The ZFM is related to the individual's environment and includes the set of actions that the individual is allowed to perform, while the ZPA is the set of actions that are promoted by the individuals" (p. 4; italics in original).…”

Teacher and Emergent Bilingual Student Read-Aloud Mediations

“…Third, unlike past studies that only examined teacher mediations of students (Mascareño et al, 2017;Zucker et al, 2010), our study examined mediations by both teacher and students. This was also the first application of zone theory to explore a literacy learning context (see Bennison, 2020;Goos & Bennison, 2019).…”

“…A burgeoning body of research has applied Valsiner's (1997) zone theory to explore mathematics teachers’ pedagogical development and teacher–student interactions (Bennison, 2020; Goos & Bennison, 2019). Emphasis on the interconnection between a child's developing abilities and the interactive context made zone theory a useful exploratory framework for the microgenetic analysis of developmental contexts dominated by interpersonal interactions, such as mathematics (Blanton et al, 2005).…”