Characterising patterning of teacher-learner interactions in mathematics classrooms

Deliberate development of our practices, in and out of the classroom, is supported by explicit awareness of possibilities in the moment, expanding possibilities for action. My role as a mathematics teacher educator involves working alongside teachers as they work on their own awarenesses. I am interested in how classroom observations might be used as a mechanism to follow and support development of the awareness of awareness. This report makes use of observations of sequences of lessons taught by two different, experienced teachers of mathematics to consider possibilities for characterising particular teacher-class environments and, hence, to identify shifts in these environments. Consideration is given to how such mechanisms might act as tools for development of in-the-moment awareness for practising teachers.