Abstract
This article brings an enactivist perspective to the question of what can be said about mathematics teacher learning from observations of talk (including transcript, interview and questionnaire data). From an enactivist stance, doing and knowing are equivalent and learning is a change in knowing/doing. Through an analysis of transcript data, four kinds of evidence for mathematics teacher learning are identified: a teacher report of a new behaviour; a teacher report of a new awareness; observing a new behaviour; observing a new awareness (in the moment). These categories are seen to be in a hierarchy of strength of evidence for learning.
| Original language | English |
|---|---|
| Pages (from-to) | 19-24 |
| Number of pages | 6 |
| Journal | For the Learning of Mathematics |
| Volume | 38 |
| Issue number | 3 |
| Publication status | Published - 18 Nov 2018 |
Fingerprint Dive into the research topics of 'On observing mathematics teacher learning'. Together they form a unique fingerprint.
Profiles
-
Professor Alf T Coles
- School of Education - Professor of Mathematics Education
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- Cabot Institute for the Environment
- Artful Narrative Inquiry Network (Ani-net)
- Mathematics Education Research Network (MERN)
Person: Academic , Member, Group lead