Practicalizing principled knowledge with teachers to design language-oriented mathematics lessons
| Authors | Arthur Bakker, Farran Mackay, Jantien Smit, Ronald Keijzer |
|---|---|
| Published in | M. Graven, H. Venkat, A. Essien, & P. Vale, 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 57–64) |
| Publication date | 2019 |
| Type | Lecture |
Summary
It has been argued that teachers need practical principled knowledge and that design research can help develop such knowledge. What has been underestimated, however, is how to make such know-how and know-why useful for teachers. To illustrate how principled knowledge can be “practicalized”, we draw on a design study in which we developed a professional development program for primary school teachers (N = 5) who learned to design language-oriented mathematics lessons. The principled knowledge we used in the program stemmed from the literature on genre pedagogy, scaffolding, and hypothetical learning trajectories. We show how shifting to a simple template focusing on “domain text” rather than genre, and “reasoning steps” rather than genre features made the principled knowledge more practical for the teachers.
On this publication contributed
| Language | Engels |
|---|---|
| Published in | M. Graven, H. Venkat, A. Essien, & P. Vale, 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 57–64) |
| ISBN/ISSN | URN:ISBN:print 978-0-6398215-2-8, electronic 978-0-6398215-3-5 |
| Key words | principled knowledge, design research, primary school teachers, language-oriented, mathematics-lessons |
| Page range | 57-64 |
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