Noticing aspects of the mathematical discourse in a developmental context on teaching angles
In this report, we examine the noticing of a group of secondary-school mathematics teachers of aspects of the mathematical discourse during the collaborative discussion of a task on teaching angles. Our framework integrates aspects of the mathematical discourse in content-specific teaching that are...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:320257 |
| Acceso en línea: | https://ddd.uab.cat/record/320257 |
| Access Level: | acceso abierto |
| Palabra clave: | Collaborative discussion Mathematical discourse in teaching Teachers' noticing Teaching angles |
| Sumario: | In this report, we examine the noticing of a group of secondary-school mathematics teachers of aspects of the mathematical discourse during the collaborative discussion of a task on teaching angles. Our framework integrates aspects of the mathematical discourse in content-specific teaching that are responsive to students' common challenges in learning angles, as a focus of mathematics teachers' noticing. The data were collected during a one-day workshop. Using hybrid methods of deductive and inductive analysis, we examine what teachers identify, interpret, and decide regarding mathematical vocabulary, mathematical explanations, and graphical examples for teaching angles. A result is that the teachers in the group engaged in noticing mathematical-linguistic explanations with multimodal examples for teaching angles with meaning in dynamic contexts and in relation to non-metric properties. |
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