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ERIC Number: EJ1091431
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
EISSN: N/A
Planning for the Unexpected in the Mathematics Classroom: An Account of Teacher and Student Change
Coles, Alf; Scott, Hannah
Research in Mathematics Education, v17 n2 p128-147 2015
This article focuses on "the unexpected" in relation to teacher change. We take an enactivist approach to charting the parallel development of one teacher (Hannah) as she learnt to value and plan for unexpected events in her mathematics classroom, and one of her students as he learnt to notice and trust mathematical patterns. Shifts are juxtaposed not to suggest causality but to give a sense of the interplay over time of the teacher's increasing focus on creative, co-produced, mathematical processes and all the unexpectedness that entails, and the student's increasing sense of control over the subject. We analyse changes in Hannah's teaching in relation to Gattegno's notion of the subordination of teaching to learning and suggest that what changes for her was not centrally about new subject knowledge, but rather a new relationship to the unexpected (including, but not limited to, mathematics).
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A