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Learning to teach contextualized problem-solving in a non-calculus mathematics pathway

Golding, Jennie; Smith, Cathy and Blayock, Mick (2018). Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 69–83.

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We report on the professional learning of a small purposive sample of teachers beginning to teach an English post-16 mathematics course centred around contextualised problem solving. We describe their accounts of change, their intentions and justification for those, and how development was supported. The demands of the course require ‘boundary crossing’ between contexts and mathematics that was novel for these teachers and their students, and learning to teach for such approaches is known to be demanding. By drawing on peer support and their own robust subject knowledge, though, these teachers were able to accommodate change to classroom authority and expertise, attention to students’ relationship with mathematics, longer-term planning sequences, and growth in their own management of uncertainty within the classroom.

Item Type: Journal Item
ISSN: 1471-6976
Keywords: Contextualised problem-solving; mathematics in context; teacher beliefs; teacher affect; boundary crossing
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 53789
Depositing User: Cathy Smith
Date Deposited: 13 Mar 2018 11:11
Last Modified: 02 May 2019 11:52
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