Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
20Activity
0 of .
Results for:
No results containing your search query
P. 1
journal of mathematics teacher education_10

journal of mathematics teacher education_10

Ratings: (0)|Views: 488 |Likes:
Published by robintux

More info:

Published by: robintux on Nov 14, 2009
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

04/28/2013

pdf

text

original

 
On a trip through Thailand, Laos and Vietnam, the guide described the countries as‘‘same, same but different.’’ And she was quite right. For example, people in eachcountry eat pho or noodles but each prepared them slightly differently. As I lookedback over the issues of JMTE, it seemed that this phrase could apply to research inmathematics teacher education as well.The first editorial I wrote for JMTE was 5.3 in 2002 and there were three papers.One paper was by Miriam Sherin in which she described mathematics teaching andthe dilemmas of a secondary teacher. Here the central point was that differentinterpretations of student learning exist between conventional and reform or inquirypedagogy. The conventional view holds that interpreting what students have or havenot learned is the intended goal, while the other perspective sees interpreting aswhat students seemingly understand at the moment about the intended goal. In thisissue, Janet Ainley proposes that teachers’ capacity for reading their students in thesituation that she calls ‘‘attention-dependent knowledge’’ is critical. Ainley conjec-tures that it is attention-dependent knowledge that enables teachers to acteffectively in response to what happens during the lesson—a theme very similar toSherin’s earlier reporting of the teacher’s attempts to attend to what the studentsseem to understand at the moment.A second article in that original issue was by Johanna Massingila and HelenDoerr, who provide information about tools (multimedia case studies) as ways forprospective teachers to learn about new practices. In this issue, Sarah Hough, NancyO’Rode, Nancy Terman, and Julian Weissglass describe using concept maps (basedon Novak 1984) to promote teacher learning. Asking teachers to compare andcontrast their before and after concept maps served as a means for teachers to assess,for themselves, what they had learned. The theme is the same, teacher learning usingtools, but the approach has advanced to include an approach by which teachers canmeasure
for themselves
their own learning.
T. Wood (
&
)Purdue University, West Lafayette, IN, USAe-mail: twood@purdue.edu
 123
J Math Teacher Educ (2007) 10:1–2DOI 10.1007/s10857-007-9028-x
Same, same but different
Terry Wood
Received: 23 January 2007/Accepted: 23 January 2007/Published online: 23 February 2007
Ó
Springer Science+Business Media B.V. 2007
 
The third article by Laura Van Zoest focused on the talk that occurs between aprospective teacher and mentor teacher. She wrote that this talk needs to be morefocused if it is to prove to be useful for prospective teachers’ learning. Van Zoestreasoned that a mentor teacher needs to focus the prospective teacher beyond issuesof general teaching to the fundamental elements in mathematics teaching. In thisissue, Andreas Ryve asks, what is actually discussed in problem solving courses forprospective teachers? In this article, Ryve draws on an analytical dialogical approachthat ‘‘stresses interactional as well as both situational and sociocultural featureswhen examining authentic spoken interaction.’’ He illustrates the differences indiscourses among two different classes, both using problem presentation at thechalkboard by the students. However, in one class the focus was on subject-orientedcommunication and the other didactically oriented communication. In the formerclass, the task presentation episodes contained a considerable amount of eitherdidactically or problem solving talk focused on fundamental elements of problemsolving for secondary students.Contrasting these three articles with the three papers in this volume of JMTEseems to suggest that, although research in mathematics teacher education iscurrently more sophisticated and results more focused, nonetheless the questionsinvestigated are still very much the same.Terry Wood will leave the JMTE Editorial Team at the end of work on Volume 10.
2 T. Wood
 123
 
Abstract
In this paper we outline a new theoretical model of expert practice thatidentifies the importance of attentional skills. We report on a small-scale pilot studyof the classroom practice of experienced teachers of mathematics based on thismodel, through which a method of articulating aspects of classroom practice hasbeen developed. This study took place in England, where current policy in teachereducation places considerable emphasis on lesson planning. Our study raises issuesabout the relationships between the different kinds of knowledge that we see asconstituting expert practice.
Keywords
Teacher knowledge
Æ
Attention
Æ
Expert practice
Introduction
In this paper we outline a new theoretical model of expert practice. This modelidentifies the importance of attentional skills that are applicable across contexts butwhose operation in a particular situation provides highly contextual knowledge. Thisattention-dependent knowledge has a key role in understanding and rationalising theperformance of experienced teachers. We report on a small-scale pilot study of aspects of the practice of experienced teachers of mathematics. This study took placein England, where current policy documents for both initial teacher education andthe professional development of practising teachers place considerable emphasis onlesson planning. We argue that this emphasis has to some extent distorted the imageof what it means to be a good teacher, by turning the focus away from skills in
J. Ainley (
&
)University of Leicester, 21 University Road,Leicester LE1 7RF, UKe-mail: jma30@le.ac.ukM. LuntleyUniversity of Warwick, Coventry CV4 7AL, UKe-mail: michael.luntley@warwick.ac.uk
 123
J Math Teacher Educ (2007) 10:3–22DOI 10.1007/s10857-007-9026-z
The role of attention in expert classroom practice
Janet Ainley
Æ
Michael Luntley
Received: 5 May 2005/Accepted: 22 January 2007/Published online: 16 March 2007
Ó
Springer Science+Business Media B.V. 2007

Activity (20)

You've already reviewed this. Edit your review.
1 hundred reads
1 thousand reads
Icha Emang Iekha liked this
juanzula liked this
Ari Bintang liked this
thangnd286 liked this
thangnd286 liked this
thangnd286 liked this
Mbah Ung liked this
030581 liked this

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->