scholarly journals ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Elizabeth Lake
Keyword(s):  
Mathematics Teachers ◽  
Risk Taking ◽  
Social Learning Theory ◽  
Mathematics Teaching ◽  
Positive Emotions ◽  
Mathematics Classroom ◽  
Experienced Teachers ◽  
Good Teaching ◽  
The Moment

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risk-taking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and that, in Bandura’s Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.

scholarly journals The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context

2005 ◽  
Author(s):  
◽  
Bridgette Bond Almond Stevens
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Essential Elements ◽  
Classroom Context ◽  
Structured Interviews ◽  
Pedagogical Content

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a mathematics teaching intern. Additionally, I investigated the nature of the collaborative process between the teaching intern and his mentor teacher as they collaborated on action (during structured planning time) and in action (while students were present). The teaching internship resided in a seventh-grade mathematics classroom during the teaching of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices, semi-structured interviews, and a mathematics pedagogy assessment) were analyzed in order to understand the teaching intern's development of knowledge of instructional strategies, knowledge of student understandings, curricular knowledge, and conceptions of purpose for teaching probability.Results identified numerous dilemmas related to planning and implementing instruction. Although the teaching intern developed pedagogical content knowledge, he often experienced difficulty accessing it while teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from content to the use of instructional strategies for teaching and learning. The curriculum was the primary focus of collaboration and initiated the intern's examination of the learning-to-teach process. Collaboration on action and collaboration in action proved to be essential elements in the development of pedagogical content knowledge.

scholarly journals Teacher Questioning in Mathematics Teaching: Feedback that Stimulates Productive Teaching

2021 ◽  
Vol 12 (5) ◽  
pp. 126-136
Author(s):  
Muhammad Sofwan Mahmud Et al.
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Case Study Research ◽  
Essential Element ◽  
School Mathematics ◽  
Student Response ◽  
Experienced Teachers ◽  
Primary Data ◽  
Primary School Mathematics

: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.

Implementing The Standards: The Role Of Technology in Teaching Mathematics

1990 ◽  
Vol 83 (1) ◽  
pp. 27-31
Author(s):  
Franklin Demana ◽  
Bert K. Waits
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Graphing Calculators ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mathematical Content ◽  
Technology In Teaching ◽  
To Come ◽  
The Many

Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) assumes that in grades 9–12 all students will have access to graphing calculators, that every mathematics classroom will have a demonstration computer available at all times, and that all students will have the opportunity to use computers in mathematics. Teachers must start now to implement the many technologies currently available and prepare for the explosion of technology to come in this decade. In this article we address some questions about technology that are sure to arise as we begin to implement the spirit and vision of the Standards. Our examples are drawn primarily from the use of graphing calculators in advanced algebra and beyond, but the questions are typical of those that arise with other technologies and other mathematical content.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

PINGVINAS IR PROTĖJAS. Įsivaizdavimas kaip kitybė manyje

2007 ◽  
Vol 4 ◽  
pp. 21-37
Author(s):  
Kristupas Sabolius
Keyword(s):  
Fight Club ◽  
The World ◽  
The Moment ◽  
Hollywood Movie

Kitybės klausimas dažniausiai kyla iš ego santykio su kitais arba su pasauliu. Šiame straipsnyje daroma prielaida, kad įsivaizdavimo funkcija ištirpdo subjektą ir jame pačiame atveria intersubjektyvią perspektyvą. Šiuo tikslu sugretinami Sartre’o, Husserlio bei Merleau-Ponty įsivaizdavimo funkcijos tyrimai, kuriuose išryškėja vaizdo kaip iš ego centro išslystančios ribos statusas, ir Holivudo filmo „Kovos klubas“ siužetas. Viename iš šios juostos epizodų pasirodantis pingvinas žymi egologinės schizmos akimirką ir tampa fantazijos apsireiškimu ir įsikūnijimu.Išgryninus žaidybinį, savarankišką ir multiformišką charakterį, galime konstantuoti, kad įsivaizdavimas, jei kalbėtume Kanto terminais, yra ne papildanti tarpinė funkcija, bet transcendentalinio subjekto genezėje atlieka paradoksalų „svetimos vidujybės“ arba „vidinės svetimybės“ vaidmenį. Vaizduotė yra katalizatoriaus, kuris, likdamas šalia, įgalina transcendentalinių formų išsikristalizavimą.Pagrindiniai žodžiai: vaizduotė, įsivaizdavimas, fantazija, ego, kitybė, sąmonė.PENGUIN AND PROTEUSImagination as Otherness in meKristupas Sabolius SummaryThe question of Otherness is usually taken into account while discussing the Ego’s relation with Others as well as with the World. This article is based on the premises that the function of phantasy melts the subjectivity, revealing the perspective of intersubjectivity within it. On this purpose Sartre’s, Husserl’s and Merleau-Ponty’s researches on the function of imagination, which elucidate the image as the boundary slipping from the centre of Ego, are compared to the story of Hollywood’ movie „Fight Club“. The penguin, which appears in one of the episodes, registers the moment of egological schism, thus becoming the revelation and incarnation of phantasy. While the playful, autonomous and multiform character of imaginary is cleared out, we can ascertain, speaking in Kantian terms, that it has not a complementary or intermediary function, but, in the genesis of transcendental subject, plays the paradoxical role of „allien innerness“ or „inner alienity“. Thought remaining always beside, imagination is a catalyzer which enables crystallization of transcendental forms.Keywords: imagination, imaginary, phantasy, ego, otherness, consciousness.

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