Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7543
Title: Concepts and Conceptual Practices in Teaching: Identifying Teachers Functional Concerns in Inquiry-Based Mathematics Intervention Courses
Authors: Jasien, Lara
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Jasien, L. (2021). Concepts and Conceptual Practices in Teaching: Identifying Teachers Functional Concerns in Inquiry-Based Mathematics Intervention Courses. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 633-636). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This paper contributes empirical evidence for an understudied, rudimentary question of what teaching is for teachers by identifying the functional concerns (FCs) that arise for teachers during instruction. Using grounded theory’s constant comparative method, video records of six teachers’ enactments of two lessons in an inquiry-based mathematics intervention course were content logged and analyzed with thematic, descriptive narrative memos. These were then coded to emergently identify teachers’ conceptual practices (CPs). Analysis of relationships between CPs illuminated four overarching FCs. Tellingly, the CP of building on student thinking was the only CP teachers enacted towards all four FCs. Better understanding what it means and what is needed to teach for inquiry in intervention courses can challenge back-to-basics approaches that cut off students’ opportunities for meaningful learning.
URI: https://doi.dx.org/10.22318/icls2021.633
https://repository.isls.org//handle/1/7543
Appears in Collections:ISLS Annual Meeting 2021

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