TY - JOUR
T1 - Characteristics of teachers' choice of examples in and for the mathematics classroom
AU - Zodik, Iris
AU - Zaslavsky, Orit
N1 - Funding Information:
This research was supported by The Israel Science Foundation (grant 834/04, O. Zaslavsky PI). I.Zodik . O. Zaslavsky (*) Department of Education in Technology and Science, Technion—Israel Institute of Technology, Haifa, Israel e-mail: orit@techunix.technion.ac.il
PY - 2008/10
Y1 - 2008/10
N2 - The main goal of the study reported in our paper is to characterize teachers' choice of examples in and for the mathematics classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed, three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level-seven classes of top level students and six classes of mixed-average and low level students. In addition, pre and post lesson interviews with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers' choices and generation of examples in the course of teaching mathematics.
AB - The main goal of the study reported in our paper is to characterize teachers' choice of examples in and for the mathematics classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed, three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level-seven classes of top level students and six classes of mixed-average and low level students. In addition, pre and post lesson interviews with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers' choices and generation of examples in the course of teaching mathematics.
KW - Examples
KW - Mathematics teaching practice
KW - Teacher knowledge
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U2 - 10.1007/s10649-008-9140-6
DO - 10.1007/s10649-008-9140-6
M3 - Article
AN - SCOPUS:51549117477
SN - 0013-1954
VL - 69
SP - 165
EP - 182
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 2
ER -