Improvising in the primary mathematics classroom

Jazby, D 2018, 'Improvising in the primary mathematics classroom', in Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia), Auckland, New Zealand, 1-5 July 2018, pp. 431-438.


Document type: Conference Paper
Collection: Conference Papers

Title Improvising in the primary mathematics classroom
Author(s) Jazby, D
Year 2018
Conference name The 41st annual conference of the Mathematics Education Research Group of Australasia
Conference location Auckland, New Zealand
Conference dates 1-5 July 2018
Proceedings title Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia)
Publisher MERGA
Place of publication Auckland, New Zealand
Start page 431
End page 438
Total pages 8
Abstract If classrooms are dynamic, then mathematics teachers will need to improvise mid-lesson from time to time. Teachers' capacity to improvise is usually analysed via a cognitivist lens. This study contrasts a cognitivist analysis of a primary teacher of mathematics with an ecological analysis. The ecological approach was able to develop a more detailed characterisation of teacher improvisation where attention to, and manipulation of, environmental entities supported improvisation. This characterisation of improvisation is posited to have potential in developing novice teachers' capacity to 'think on their feet' in mathematics lessons.
Subjects Primary Education (excl. Maori)
Copyright notice © MERGA Inc. 2018
ISBN 9781920846282
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