ERIC Number: EJ1070586
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 24
Unpacking Teachers' Moves in the Classroom: Navigating Micro- and Macro-Levels of Mathematical Complexity
Wasserman, Nicholas H.
Educational Studies in Mathematics, v90 n1 p75-93 Sep 2015
The work that mathematics teachers do is frequently mathematical in nature and different from other professions. Understanding and describing common ways that teachers draw upon their content knowledge in the practice of teaching is important. Building on the descriptions by McCrory et al. ("Journal for Research in Mathematics Education" 43(5) 584-615, 2012) of two primary ways teachers use their content knowledge--decompressing and trimming--this paper differentiates between micro- and macro-levels of mathematical complexity as a way to extend and further conceptualize the moves that teachers make at a more nuanced grain size. This paper explains and portrays their counterparts, micro-level trimming and macro-level decompressing, which we discuss as concealing and foreshadowing complexity, respectively. Support for their use in teachers' work is provided through specific examples. Implications for the mathematical preparation and professional development of teachers are discussed.
Descriptors: Mathematics, Mathematics Education, Difficulty Level, Pedagogical Content Knowledge, Teaching Methods, Teaching Models, Demonstrations (Educational), Mathematics Instruction, Mathematics Teachers, Mathematics Skills, Educational Practices, Faculty Development, Use Studies
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A