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- W2124642054 abstract "MTED Volume 15, Issue One includes papers from authors within and external to Australasia that are focused on classroom activity. Towers and Proulx contribute a new perspective on analysis of classroom activity, Lai explores the use of mathematical registers and familiar language in classroom activity, Quebec Fuentes reports the action research of a teacher which significantly progresses their understandings of classroom activity, and the other three papers examine preservice teacher education through a) a ‘classroom activity focused’ pre-service teacher program (Meagher, Edwards, & Ozgun-Koca); b) interactions between pre-service teachers and their school mentors (supervisors) (Rhoads, Samkoff, & Weber) associated with classroom activity; and c) how limited mathematical content knowledge can affect pre-service teacher ability to interpret the mathematical activity of students (Maher & Muir). Between them, the papers highlight what a teacher can achieve through autonomous exploration, whether or not there are opportunities for pre-service teachers to engage in autonomous pedagogical exploration, whether pre-service teachers are ‘ready’ to engage in such activity, and ways in which analyses of this could be undertaken. This suite of papers highlights complexities associated with developing pedagogical capabilities for teaching mathematics. They will hopefully stimulate reflections that lead to further exploration of these issues. The first paper in this volume (Towers and Proulx), offers a new perspective on the way we conceptualise actions in mathematics classrooms and thus broadens our understanding of the landscape of teaching through the lens of Enactivist Theory. The authors reject the polarisation that often occurs in trajectory models of teaching that have shaped the general thinking in recent decades. These trajectory models seek to position and shift teacher actions from the “bad” teacher-directed practices to the “good” teacher as facilitator models. Towers and Proulx propose that teacher actions are non-linear and recursive, and that teacher actions are legitimatised through the structural coupling of teacher, learner, and the environment. Through an examination of teachers’ practice, three categories were clustered; Informing, Orienting, and Shepherding actions. This framework offers reasons why teachers dip in and out of different actions and it assists in explaining the complexity of teaching. It shifts the focus from one that can be judgemental in nature to one that aims to account for what occurs. Lai draws attention to language and discourse in mathematics learning and" @default.
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- W2124642054 date "2013-01-01" @default.
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- W2124642054 title "International Multi-perspective Analyses of Classroom Activity" @default.
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