Mentoring mathematical de-ritualisation

• Post-lesson conversations between student teachers and their mentor teachers is an opportunity for learning to teach mathematics. However, there is a plethora of perspectives on how mathematics should be taught, and therefore the question posed addresses what de-ritualising routines mentor teachers privilege in their mentoring of mathematics student teachers. The data consisted of post-lesson mentor conversations from six pairs of mentors and mentees. From the conversations, the parts where the use of time was discussed were selected for an analysis of privileged teaching approaches. The analytic approach for teaching was based on de-ritualising prompts, developed in commognitive theory for learning mathematics. The main finding was that mentor teachers privilege learner agentivity in mathematics teaching. Mentors foregrounded how such agentivity relates to both contextual restraints in the classroom and to other de-ritualising steps. One contribution of this study was de-ritualising processes as a unifying conceptualisation of teaching activities and mathematics learning. A second contribution was the unique opportunity mentors provide for student teachers learning, where de-ritualising prompts in mathematics teaching are related to a classroom context with constraints of time and learners needs.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Practicum supervision

de-ritualisation

commognition

mathematics

teacher education

matematikämnets didaktik

Mathematics Education

Publikations- och innehållstyp

vet (ämneskategori)

ovr (ämneskategori)