A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-08-22 DOI:10.1007/s10857-024-09653-3

Gosia Marschall, Steven Watson, Elizabeth Kimber, Louis Major

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Abstract

In this study, we examine the real-time decision-making processes of a teacher in a UK post-16 mathematics classroom focusing on the integration of student-centred teaching methods. The contribution of this study is a transdisciplinary theoretical discussion which links teachers’ actual classroom practices (often traditional and teacher centred) with their professed student-centred perspectives. Utilising Abductive Interpretive Phenomenological Analysis, this research incorporates cognitive, social psychological, sociocultural theory and perspectives on affect in the context of in-the-moment decisions. Through co-construction, we identify distinct but overlapping agentic and ecological dimensions of decisions. Recognising that teachers’ spontaneous decisions in the classroom are shaped by both their agency and the social and physical ecology of the classroom, this study provides a structured approach to understanding how diverse disciplinary concepts are related, and paints a dynamic picture of the process of teacher decision-making. This is crucial for identifying both limitations and possibilities in teacher education and professional development.

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对数学新教师教学决策的跨学科研究

在本研究中，我们考察了一位教师在英国 16 岁后数学课堂上的实时决策过程，重点是如何整合以学生为中心的教学方法。本研究的贡献在于通过跨学科的理论探讨，将教师的实际课堂实践（通常是传统的、以教师为中心的课堂实践）与他们所宣称的以学生为中心的观点联系起来。本研究采用归纳解释现象学分析法，将认知、社会心理学、社会文化理论和情感观点纳入当下决策的背景中。通过共同建构，我们确定了决策的不同但相互重叠的代理和生态维度。本研究认识到，教师在课堂上的自发决策是由他们的能动性以及课堂的社会和自然生态共同决定的，因此，本研究提供了一种结构化的方法来理解不同学科概念之间的联系，并描绘了教师决策过程的动态画面。这对于确定教师教育和专业发展的局限性和可能性至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.