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ERIC Number: EJ1018661
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1442-3901
An Enactivist Perspective on Teaching Mathematics: Reconceptualising and Expanding Teaching Actions
Towers, Jo; Proulx, Jerome
Mathematics Teacher Education and Development, v15 n1 p5-28 2013
We reject a trajectory approach to teaching that classifies "good" and "bad" teaching actions and seeks to move teachers' practices from one of these poles to the other. In this article we offer instead a conceptualisation of mathematics teaching actions as a "landscape of possibilities". We draw together terms commonly used in the literature to describe teaching strategies, and add our own, to offer an expanded view of teaching actions. We illustrate each with data extracts drawn from our various studies of mathematics teachers and classrooms, and explain how a range of teaching actions can be woven into a coherent teaching practice. Note that we are not talking about growth in teaching in this paper, nor about change in teachers' practice over time. We aim to simply talk about and conceptualise teaching in ways that can broaden our understanding of it.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United Kingdom