Analysing senior secondary mathematics teaching using the Knowledge Quartet

2022 ◽  
Author(s):  
Nicole Maher ◽  
Tracey Muir ◽  
Helen Chick
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Knowledge Quartet ◽  
Senior Secondary ◽  
Secondary Mathematics Teaching

Analysing secondary mathematics teaching with the Knowledge Quartet

2011 ◽  
Vol 13 (2) ◽  
pp. 227-228 ◽  
Author(s):  
Anne Thwaites ◽  
Libby Jared ◽  
Tim Rowland
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Knowledge Quartet ◽  
Secondary Mathematics Teaching

Effect of Observation Mode on Measures of Secondary Mathematics Teaching

2013 ◽  
Vol 73 (5) ◽  
pp. 757-783 ◽  
Author(s):  
Jodi M. Casabianca ◽  
Daniel F. McCaffrey ◽  
Drew H. Gitomer ◽  
Courtney A. Bell ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teaching

Understanding Analysis and its Connections to Secondary Mathematics Teaching

2022 ◽  
Author(s):  
Nicholas H. Wasserman ◽  
Timothy Fukawa-Connelly ◽  
Keith Weber ◽  
Juan Pablo Mejía Ramos ◽  
Stephen Abbott
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teaching

scholarly journals Coherence and connections in teachers’ mathematical discourses in instruction

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Hamsa Venkat ◽  
Jill Adler
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Mathematical Activity ◽  
Fundamental Feature ◽  
Degree Of Coherence ◽  
Transformation Activity ◽  
Secondary Mathematics Teaching

In this article, we share our combination of analytical concepts drawn from the literature with a set of grounded framing questions for thinking about differences in the nature of coherence and connections in teachers’ mathematical discourses in instruction (MDI). The literature-based concepts that we use are drawn from writing focused on transformation activity as a fundamental feature of mathematical activity. Within this writing, the need for connections between stated problems and the representations introduced and subsequently produced through transformation steps are highlighted. Drawing from four empirical episodes located across primary and secondary mathematics teaching, we outline a set of framing questions that explore coherence and connections between these concepts, and the ways in which accompanying explanations work to establish these connections. This combination allows us to describe differences between the episodes in terms of the nature and degree of coherence and connection.

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