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A spectrum of pedagogical awareness for undergraduate mathematics: from "tricks" to "techniques"
journal contribution
posted on 2015-07-09, 13:53 authored by Elena Nardi, Barbara Jaworski, Stephen HegedusWe describe a four-level spectrum of pedagogical awareness (SPA) that emerged from the analysis of six undergraduate mathematics tutors' (1) conceptualizations of their first-year students' difficulties; (2) descriptive accounts of their strategies for facilitating the overcoming of these difficulties; and (3) self-reflective accounts regarding their teaching practices. These were recorded in 45 semistructured interviews conducted during the 8-week Oxford University term and following minimally participant observation of their tutorials. We exemplify the four levels of SPA, across these three strands, in 12 characteristic examples where tutors discuss episodes from the observed tutorials. The design and analysis of the study reflect three underlying theoretical perspectives: constructivist, sociocultural, and enactivist. Finally, we draw on participants' comments to suggest that our methodology encouraged reflection, raised awareness, and demonstrated the pedagogical potential of collaboration between mathematicians and mathematics educators. We see such awareness and collaborative goodwill as prerequisites to conceptualizing and implementing reform of pedagogical practice.
Funding
We gratefully acknowledge the support of the ESRC [project R000222688].
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal for Research in Mathematics EducationVolume
36Issue
4Pages
284 - 316Citation
NARDI, E., JAWORSKI, B. and HEGEDUS, S., 2005. A spectrum of pedagogical awareness for undergraduate mathematics: from "tricks" to "techniques". Journal for Research in Mathematics Education, 36 (4), pp. 284 - 316.Publisher
© National Council of Teachers of MathematicsVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2005Notes
This article is closed access.ISSN
0021-8251Language
- en
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