The work of positioning students and content in mathematics teaching
Résumé
Whereas other studies have applied positioning theory to analyses of teaching and learning mathematics, this paper takes a practice-based approach to unpack what positioning in mathematics teaching might entail. From analysis of a shared video where a teacher leads a mathematical discussion of the naming of a fraction on the number line, we unpack the work of continually balancing attention to the mathematical content with positioning of students in their relation to each other, to the teacher, and to the mathematical content.
Origine | Fichiers produits par l'(les) auteur(s) |
---|
Loading...