{"title":"“I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School","authors":"Frances Quinn, Linda Hobbs","doi":"10.1007/s10763-024-10454-6","DOIUrl":null,"url":null,"abstract":"<p>This paper employs Cultural Historical Activity Theory (CHAT) as an analytical heuristic in exploring the internationally prevalent situation of teaching out-of-field. Drawing on interview transcripts, we use CHAT to frame the activity of a young teacher teaching mathematics out-of-field in a small rural K-12 school in Australia. We identify and map some important elements and tensions of out-of-field mathematics teaching, how these tensions change over time and how this activity interacts with in-field teaching. Finally, we consider emotions and identity in relation to the structural elements of CHAT mediational triangles to more fully explore and represent some of the complexities of teaching mathematics out-of-field in a small rural school and implications for responding to the out-of-field phenomenon.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science and Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10763-024-10454-6","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This paper employs Cultural Historical Activity Theory (CHAT) as an analytical heuristic in exploring the internationally prevalent situation of teaching out-of-field. Drawing on interview transcripts, we use CHAT to frame the activity of a young teacher teaching mathematics out-of-field in a small rural K-12 school in Australia. We identify and map some important elements and tensions of out-of-field mathematics teaching, how these tensions change over time and how this activity interacts with in-field teaching. Finally, we consider emotions and identity in relation to the structural elements of CHAT mediational triangles to more fully explore and represent some of the complexities of teaching mathematics out-of-field in a small rural school and implications for responding to the out-of-field phenomenon.
期刊介绍：
The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.
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