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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/18222

Title: Tackling complexity in mathematics teacher development: using the teaching triad as a tool for reflection and enquiry.
Authors: Potari, Despina
Jaworski, Barbara
Keywords: Analysis of teaching
Classroom interaction
Cognitive and affective sensitivity complexity of mathematics teaching
Effective learning
Teaching development
Teaching triad
Issue Date: 2002
Publisher: © Springer Verlag
Citation: POTARI, D. and JAWORSKI, B., 2002. Tackling complexity in mathematics teacher development: using the teaching triad as a tool for reflection and enquiry. Journal of Mathematics Teacher Education, 5 (4), pp. 351 - 380
Abstract: This paper reports research that attempts to make sense of the complexity of mathematics teaching and its development at secondary school level. The research was conducted in partnership between two teachers and two educator/researchers over one school term in two U.K. schools. A theoretical construct, the teaching triad, was used as an analytical device (by the researchers) and as a reflective agent for teaching development (by the teachers). The focus of analysis was the interactions between teacher and students at whole class and small group level. Both micro-and macro-analyses were undertaken. We present details of the processes involved in examples from the teaching of one teacher as she translated theoretical aims into classroom practice. The use of the triad allowed access to complexity, involving both psychological and sociological elements, and to the position of a sincere teacher with respect to competing forces in the educational system. The potential of the triad for teacher and teaching development is discussed.
Description: This article is closed access, the definitive version is available at: http://dx.doi.org/10.1023/A:1021214604230
Version: Published
DOI: 10.1023/A:1021214604230
URI: https://dspace.lboro.ac.uk/2134/18222
Publisher Link: http://dx.doi.org/10.1023/A:1021214604230
ISSN: 1386-4416
Appears in Collections:Closed Access (Mathematics Education Centre)

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