Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-11-02 DOI:10.1080/18146627.2022.2157742
Julian Moodliar, Deepa Gopal
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引用次数: 0

Abstract

Abstract Responding constructively to unexpected events during a lesson is a particularly challenging facet of teaching. This study aimed to investigate how a secondary school mathematics teacher responded to learners’ unexpected or unplanned offers in the teaching of algebra. A total of three sequential lessons were video recorded and the quality of the teacher’s responses to unexpected learner questions was analysed. The first author then conducted a video-stimulated recall (VSR) interview with the teacher to understand her rationale and decision making in response to the contingent incidents identified within her lessons. The results indicate that the teacher did acknowledge unexpected learners’ offers but failed to probe or interrogate the learners’ thinking “in the moment.” Another key finding was that the reflection-oriented questions during the VSR interview proved fruitful in assisting the teacher to reflect on how she responded to unexpected learners’ offers. We note that the teacher was able to articulate a justification for her actions associated with “deliberate reflection” and that she was able to envisage alternatives to how she responded to unplanned moments related to “critical reflection.” The teacher acknowledged the lesson’s potential limitations after responding to reflection-orientated questions during the VSR interview.
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未能充分利用偶然事件:中学数学教师在代数教学中对偶然性触发因素的反应调查
在课堂上建设性地应对意外事件是教学中一个特别具有挑战性的方面。本研究旨在探讨中学数学教师在代数教学中如何回应学习者意外或计划外的提议。总共三个连续的课程被录像,并分析了教师对意想不到的学习者问题的反应质量。然后,第一作者对老师进行了视频刺激回忆(VSR)访谈,以了解她在课堂上发现的偶然事件的基本原理和决策。结果表明,教师确实承认了意想不到的学习者的提议,但未能探究或询问学习者“当下”的思维。另一个重要的发现是,VSR面试中以反思为导向的问题在帮助教师反思她如何应对意想不到的学习者的提议方面被证明是卓有成效的。我们注意到,老师能够清晰地为她与“深思熟虑的反思”相关的行为辩护,并且她能够设想如何应对与“批判性反思”相关的计划外时刻的替代方案。在VSR访谈中,老师在回答了以反思为导向的问题后,承认了这门课的潜在局限性。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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