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Making visible a teacher’s pedagogical reasoning and actions through the use of pedagogical documentation
Citation
Choy, B. H., Dindyal, J., & Yeo, J. B. W. (2022). Making visible a teacher’s pedagogical reasoning and actions through the use of pedagogical documentation. In N. Fitzallen, C. Murphy, V. Hatisaru, & N. Maher (Eds.), Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia: Mathematical Confluences and Journeys (pp. 138-145). The Mathematics Education Research Group of Australasia Inc. https://files.eric.ed.gov/fulltext/ED623664.pdf
Abstract
Mathematics education research has focused on developing teachers’ knowledge or other visible aspects of the teaching practice. This paper contributes to conversations around making a teacher’s thinking visible and enhancing a teacher’s pedagogical reasoning by exploring the use of pedagogical documentation. In this paper, we describe how a teacher’s pedagogical reasoning was made visible and highlight aspects of his thinking in relation to his instructional decisions during a series of lessons on division. Implications for professional learning are discussed.
Date Issued
2022
ISBN
9781920846336
Dataset
https://doi.org/10.25340/R4/H8RBY1
Project
AFD 06/17 CBH
Funding Agency
Ministry of Education, Singapore