Operationalising de-ritualisation for the analysis of teaching-as-usual

• To trace and represent changes in mathematics teaching over time is a challenge for research. This methodological paper proposes a framework for visually representing teacher moves in mathematics lessons. Based on commognitive theory, a framework of de-ritualising moves towards explorative teaching is developed. Two lessons of mathematics student teachers ‘teaching-as-usual’ in their final practicum are used for the development of a coding-scheme. The analysis enables to represent several de-ritualising moves, and the visual and fine-grained analysis is a promising result for longitudinal research on de-ritualisations in teaching-as-usual.

Ämnesord

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

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

Nyckelord

Commognition

teacher education

secondary mathematics

analytic framework

Mathematics Education

matematikämnets didaktik

Publikations- och innehållstyp

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