Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem

Autor/inn/en	Hill, Heather C.; Charalambous, Charalambos Y.
Titel	Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem
Quelle	In: Journal of Curriculum Studies, 44 (2012) 4, S.467-487 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.716972
Schlagwörter	Grade 7; Mathematics Instruction; Teaching Methods; Knowledge Base for Teaching; Pedagogical Content Knowledge; Comparative Analysis; Teacher Competencies; Instructional Effectiveness; Educational Quality; Problem Solving; Lesson Plans; Middle Schools + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrkunst; Unterrichtserfolg; Quality of education; Bildungsqualität; Problemlösen; Lesson planning; Unterrichtsplanung; Middle school; Mittelschule; Mittelstufenschule
Abstract	This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests that MKT appears to contribute to the mathematical richness of the lesson, teacher ability to capitalize on student ideas, and capacity to emphasize and link key mathematical ideas; yet the relationship of MKT to whether and how students participated in mathematical reasoning was more equivocal. Curriculum materials seemed to contribute to instructional quality, in that the novel tasks contained in the curriculum laid the groundwork for in-depth student problem-solving experiences; they also prevented the low-MKT teacher from making a mathematical error. At the same time, these ambitious materials influenced enactment because of the difficulties they caused teachers: the lesson's tasks needed to be "repaired" to enable students to engage with the main mathematical ideas, and off-track student responses to these tasks required remediation. Only the higher-MKT teacher was successfully able to meet the challenge, a finding suggestive of the confluence of MKT and the curriculum materials in informing instructional quality. (Contains 1 note, 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10