Justifications for mathematics teaching: A case study of a mathematics teacher in collegial collaboration
Résumé
The broad interest of this paper lies in how a mathematics teacher, Mary, justifies her professional decision making. The reported study draws on aspects of a PhD project and analyses Mary's communications within a collaborative teacher meeting focused on the teaching of mathematics to grade five students. The analysis, drawing on social semiotics, highlighted the significance of artefacts, such as multiplication tests, in Mary's articulated decision making. We also give account for what is addressed in a teacher's justifications and how the teacher relates to her students in the justifications. Finally, we discuss the wider social and political context in which the teacher is working.
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