Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24500
Title: 
Authors: 
Issue Date: 
2022
Citation: 
Choy, B. H., Dindyal, J., & Yeo, J. B. W. (2022). Making visible a teacher's pedagogical reasoning: An aspect of pedagogical documentation. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Volume 2, pp. 163-170). International Group for the Psychology of Mathematics Education. https://web.ua.es/pme45
Abstract: 
Much of a teacher’s practice and professional learning remains unseen despite recent calls to incorporate practice-based and inquiry-based approaches to improve mathematics instruction. Although the idea of pedagogical reasoning and action can provide a way to unpack these unseen aspects of practice, it remains to be seen how a teacher’s actions and thinking can be made visible. In this paper, we present a case of
how a teacher’s pedagogical reasoning is made visible through pedagogical documentation, which suggests the possibility of using documentation to unpack these unseen aspects of a teacher’s practices.
URI: 
ISBN: 
9788413021751
ISSN: 
0771-100X
Project number: 
AFD 06/17 CBH
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Conference Papers

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