International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations
APA
In-text citation: (Gumiero & Pazuch, 2021)
Reference: Gumiero, B. S., & Pazuch, V. (2021). Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations. International Electronic Journal of Mathematics Education, 16(1), em0620. https://doi.org/10.29333/iejme/9371
AMA
In-text citation: (1), (2), (3), etc.
Reference: Gumiero BS, Pazuch V. Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations. INT ELECT J MATH ED. 2021;16(1), em0620. https://doi.org/10.29333/iejme/9371
Chicago
In-text citation: (Gumiero and Pazuch, 2021)
Reference: Gumiero, Bárbara Silva, and Vinícius Pazuch. "Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations". International Electronic Journal of Mathematics Education 2021 16 no. 1 (2021): em0620. https://doi.org/10.29333/iejme/9371
Harvard
In-text citation: (Gumiero and Pazuch, 2021)
Reference: Gumiero, B. S., and Pazuch, V. (2021). Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations. International Electronic Journal of Mathematics Education, 16(1), em0620. https://doi.org/10.29333/iejme/9371
MLA
In-text citation: (Gumiero and Pazuch, 2021)
Reference: Gumiero, Bárbara Silva et al. "Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations". International Electronic Journal of Mathematics Education, vol. 16, no. 1, 2021, em0620. https://doi.org/10.29333/iejme/9371
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Gumiero BS, Pazuch V. Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations. INT ELECT J MATH ED. 2021;16(1):em0620. https://doi.org/10.29333/iejme/9371

Abstract

Mathematics classes have contingency situations in the relationship established between teacher and students. The objective of the article is to understand the dimensions of the teacher’s knowledge that are constituted in the development/execution of tasks on geometric concepts in interaction with students. For this, a collaborative group of two teachers and two master’s students elaborated four tasks on geometric concepts, which were developed/executed by the participating teachers in their respective classes. Both classes were recorded in audio and video and analyzed based on the Knowledge Quartet (KQ). KQ is a theoretical analysis tool comprizing four dimensions - foundation, transformation, connection and contingency. According to the data, contingency was found to be a prominent dimension, which led the analysis to be focused on that dimension. The teachers mobilized knowledge related to all contingency codes, which culminated in a deviation from the agenda. The teachers involved had insights due to the (in) availability of resources. The contingency moments caused by the students started from an idea or an unexpected difficulty, which expanded the KQ codes already identified.

References

  • Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
  • Borba, M. C., & Araújo, J. L. (2019). Pesquisa qualitativa em Educação Matemática (6th ed.). Belo Horizonte: Autêntica.
  • Brasil. Ministério da Educação. (2018). Base Nacional Comum Curricular. Brasília, DF. Retrieved on 11 March 2020 from http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf
  • Browning, C., et al. (2014). Mathematical Content Knowledge for Teaching Elementary Mathematics: a Focus on Geometry and Measurement. The Mathematics Enthusiast, 11(2), 333-384.
  • Costa, M. L. C. da, & Lins, A. F. (2010). Trabalho colaborativo e utilização das tecnologias da informação e comunicação na formação do professor de Matemática. Educação Matemática Pesquisa, 12(3), 452-470.
  • Passos, C. L. B. (2000). Representações, interpretações e prática pedagógica: a geometria na sala de aula (Doctoral Thesis). Universidade Estadual de Campinas, Campinas, SP.
  • Powell, A. B., Francisco, J. M., & Maher, C. A. (2004). Uma Abordagem à Análise de Dados de Vídeo para Investigar o Desenvolvimento de Idéias e Raciocínios Matemáticos de Estudantes. Bolema, 21, 81-140.
  • Rowland, T. (2013). The Knowledge Quartet: the genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. Sisyphus: Journal of Education, 1(3), 15-43. https://doi.org/10.25749/sis.3705
  • Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary Teachers’ Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi. Journal of Mathematics Teacher Education, 8 (3), 255-281. https://doi.org/10.1007/s10857-005-0853-5
  • Rowland, T., Thwaites, A., & Jared, L. (2015). Triggers of contingency in mathematics teaching. Research In Mathematics Education, 17(2), 74-91. https://doi.org/10.1080/14794802.2015.1018931
  • Schön, D. A. (2000). Educando o profissional reflexivo: um novo design para o ensino e a aprendizagem. Porto Alegre: Artmed.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in the teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Stein, M. K. & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: from research to practice. Mathematics Teaching in the Middle School, 3(4), 268-275. https://doi.org/10.5951/MTMS.3.4.0268

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.