On observing mathematics teacher learning

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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 languageEnglish
Pages (from-to)19-24
Number of pages6
JournalFor the Learning of Mathematics
Volume38
Issue number3
Publication statusPublished - 18 Nov 2018

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