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ERIC Number: EJ1091427
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1479-4802
Triggers of Contingency in Mathematics Teaching
Rowland, Tim; Thwaites, Anne; Jared, Libby
Research in Mathematics Education, v17 n2 p74-91 2015
Our research in the last decade has been into classroom situations that we perceive to make demands on mathematics teachers' disciplinary knowledge of content and pedagogy. Amongst the most visible of such situations are those that we describe as "contingent", in which a teacher is faced with some unexpected event, and challenged to deviate from their planned agenda for the lesson. Our findings and the associated grounded theories have been open to enhancement and revision as new classroom data has been gathered. In this article, we propose a classification of the origins of contingent classroom episodes: namely the students; the teacher him/herself; and pedagogical tools and resources. This classification extends and elaborates our original conception of "contingent", in response to more recent data.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom