ORCID Profile
0000-0002-1118-5958
Current Organisations
Freie Universität Berlin
,
Australian Catholic University - Brisbane Campus
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy |
Learner and Learning Processes | Pedagogy | Teacher and Instructor Development
Publisher: Springer Science and Business Media LLC
Date: 30-01-2019
Publisher: Springer Science and Business Media LLC
Date: 21-10-2023
Publisher: Springer Science and Business Media LLC
Date: 05-05-2022
DOI: 10.1007/S10649-022-10154-4
Abstract: This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment.
Publisher: Springer Science and Business Media LLC
Date: 05-2020
Publisher: Springer Fachmedien Wiesbaden
Date: 2022
Publisher: Elsevier BV
Date: 02-2023
Publisher: Springer Science and Business Media LLC
Date: 18-08-2023
DOI: 10.1007/S10857-023-09598-Z
Abstract: This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ and ‘mathematics didactic knowledge’. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic approach rooted in English-speaking traditions as it focuses on its use in teaching and represents a practice-based conceptualization of knowledge domains required for mathematics teaching. Mathematics didactic knowledge, on the other hand, is considered normative-descriptive as it is formulated based on didactic principles and broader theoretical perspectives, providing a theory-driven conceptualization of knowledge domains rooted in traditions of German-speaking didactics of mathematics. The paper further highlights similarities and differences in these two constructs through an examination of two central knowledge domains: specialized content knowledge (part of mathematical knowledge for teaching) and subject matter didactic knowledge (part of mathematics didactic knowledge).
Publisher: FapUNIFESP (SciELO)
Date: 04-2022
DOI: 10.1590/1980-4415V36N72A22
Abstract: Resumo A pesquisa atual sobre aprendizagem da Matemática reconhece que os in íduos atribuem significado a objetos de seu pensamento. No entanto, alguns processos dinâmicos e interativos envolvidos na atribuição de significado não estão suficientemente especificados. Aqui, o foco é direcionado a três desses processos: contextualizar, complementarizar e complexificar. Os objetivos do artigo são estender as perspectivas existentes sobre tais processos e destacar aspectos epistemológico, conceitual e cognitivo que são significativos para a aprendizagem da Matemática. Para tal, uma agenda de pesquisa é elaborada colocando em diálogo diferentes perspectivas teóricas e posições. Argumentamos que os três processos – contextualizar, complementarizar e complexificar –, juntos, constituem um modelo interpretativo para a aprendizagem da Matemática de uma perspectiva da atribuição de significados.
Publisher: Informa UK Limited
Date: 16-12-2021
Publisher: Elsevier BV
Date: 06-2022
Publisher: Springer Science and Business Media LLC
Date: 16-12-2015
Publisher: Springer Science and Business Media LLC
Date: 20-06-2023
DOI: 10.1007/S11858-023-01499-Y
Abstract: This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint (b) Shulman’s transformation of disciplinary subject matter into subject matter for teaching and (c) Chevallard’s didactic transposition of scholarly knowledge into knowledge to be taught. Similarities and contrasts between these three approaches are discussed in terms of how they frame the relationship between the academic discipline and the school subject, and to what extent they problematise the reliance and bias towards the academic discipline. The institutional position implicit in the three approaches is then examined in order to open up new ways of thinking about the relationship between school mathematics and university mathematics.
Publisher: Springer Science and Business Media LLC
Date: 02-03-2016
Publisher: Springer Science and Business Media LLC
Date: 13-11-2020
Publisher: Springer Science and Business Media LLC
Date: 29-09-2017
Publisher: Springer Science and Business Media LLC
Date: 22-05-2023
DOI: 10.1007/S10649-023-10235-Y
Abstract: Noticing the strengths in students’ mathematical thinking is a critical skill that teachers need to develop, but it can be challenging due to the prevalence of deficit-based thinking in mathematics education. To address this challenge, a teacher education course was designed to encourage prospective teachers to engage in critical reflection on their own and others’ framings of students’ thinking and shift their focus towards noticing students’ strengths. The study analyzed written responses from the prospective teachers, collected at the beginning and end of the course, to investigate their framing and noticing of students’ mathematical thinking. The analysis focused on the aspects of students’ thinking that the prospective teachers paid attention to, the stances they took when interpreting students’ thinking, and the instructional moves they proposed in response to their thinking. Furthermore, the study established a spectrum of deficit-based and strength-based framings on students’ mathematical thinking. This spectrum allowed for the identification of each participant’s written noticing responses within a range of possibilities, contributing to a more nuanced understanding of the changes in teachers’ framing and noticing of students’ thinking over time.
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 05-02-2021
DOI: 10.1007/S11858-020-01216-Z
Abstract: Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives (2) use of video technologies and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending erceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.
Start Date: 08-2022
End Date: 08-2025
Amount: $382,715.00
Funder: Australian Research Council
View Funded Activity