• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • The praxis of mathematics teaching: developing mathematical identities

    Thumbnail
    View/Open
    88273_1.pdf (133.9Kb)
    Author(s)
    Grootenboer, Peter
    Griffith University Author(s)
    Grootenboer, Peter J.
    Year published
    2013
    Metadata
    Show full item record
    Abstract
    Mathematics teaching as praxis recognises that teachers are required to continually make morally dense and value-laden decisions about their work. However, mathematics teachers' practice is constrained by the practice architectures of their ?eld. Therefore, to facilitate effective mathematics pedagogy, it is not enough to attend only to the teachers' practices without also working to reform the practice architectures within which they work. In this paper, data from interviews and observations with effective mathematics teachers are used to identify and explore aspects of classroom practice where students' broader mathematical ...
    View more >
    Mathematics teaching as praxis recognises that teachers are required to continually make morally dense and value-laden decisions about their work. However, mathematics teachers' practice is constrained by the practice architectures of their ?eld. Therefore, to facilitate effective mathematics pedagogy, it is not enough to attend only to the teachers' practices without also working to reform the practice architectures within which they work. In this paper, data from interviews and observations with effective mathematics teachers are used to identify and explore aspects of classroom practice where students' broader mathematical identities are engaged. A praxis lens is employed to examine these aspects and discuss the moral and ethical dimensions of the teacher's decisions and actions, highlighting the implications for the development of students' mathematical identities. Finally, the data are examined to identify practice architectures that enhance or constrain the teacher's capacity for praxis and the student's opportunities to develop robust mathematical identities.
    View less >
    Journal Title
    Pedagogy, Culture & Society
    Volume
    21
    Issue
    2
    DOI
    https://doi.org/10.1080/14681366.2012.759131
    Copyright Statement
    © 2013 Taylor & Francis. This is an electronic version of an article published in Pedagogy, Culture and Society, Volume 21, Issue 2, 2013, Pages 321-342. Pedagogy, Culture and Society is available online at: http://www.tandfonline.com with the open URL of your article.
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Cultural Studies
    Publication URI
    http://hdl.handle.net/10072/55853
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander