ERIC Number: EJ785261
Record Type: Journal
Publication Date: 2007-Dec
Pages: 9
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1386-4416
EISSN: N/A
Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts
Biza, Irene; Nardi, Elena; Zachariades, Theodossios
Journal of Mathematics Teacher Education, v10 n4-6 p301-309 Dec 2007
Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers' views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of [chi] + [chi]-1 = 0) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.
Descriptors: Teacher Characteristics, Mathematics Teachers, Teacher Attitudes, Instruction, Foreign Countries, Teacher Education, Preservice Teacher Education, Inservice Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A