Open AccessTeaching in Action: A Model to Understand the Complexity of Teachers’ Decisions in Teaching Mathematics
Author(s) -
Jörgen Dimenäs,
Eva Taflin
Publication year - 2018
Publication title -
journal of advanced research in education and literature
Language(s) - English
Resource type - Journals
ISSN - 2208-2441
DOI - 10.53555/nnel.v4i1.584
Subject(s) - mathematics education , action (physics) , triad (sociology) , action research , process (computing) , focus (optics) , teaching method , test (biology) , pedagogy , computer science , mathematics , psychology , paleontology , physics , quantum mechanics , psychoanalysis , optics , biology , operating system
In this article, we focus on the teaching of mathematics in classrooms. The aim of the present study is to create, describe and test a model for teachers' decisions in action when teaching mathematics. We focused on the classroom as a very complex environment and videotaped three excellent teachers teaching mathematics. An inductive iterative research process was selected to generate theory and conclusions directly rooted in data. The model was tested in different teacher groups, and the categories changed and analyses proceeded. The model relates to Jaworski´s (1992), theory the “teaching triad”. By using the developed model “teaching in action” it is possible to analyze and describe teaching in mathematics classrooms and find examples of teachers’ decisions in action. The model “teaching in action” show the complexity of teachers’ work.