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ERIC Number: EJ1211568
Record Type: Journal
Publication Date: 2019-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1386-4416
Teachers' Conceptions of Prior Knowledge and the Potential of a Task in Teaching Practice
Lee, Hyung Sook; Coomes, Jacqueline; Yim, Jaehoon
Journal of Mathematics Teacher Education, v22 n2 p129-151 Apr 2019
In this study, we specify teacher's knowledge and beliefs that influence their enactment of mathematics tasks. The use of tasks in lessons requires teachers to consider students' mathematical thinking and to know how to effectively implement tasks. Among the many aspects of teachers' understanding of students and ability to implement tasks for learning, this study focuses on teachers' knowledge and beliefs of students' prior knowledge and the potential to develop new knowledge while solving mathematical tasks; we exemplify these knowledge and beliefs through the practices of three Algebra I teachers. Three distinct conceptions of prior knowledge and two conceptions of the potential of a task emerged. From combinations of these conceptions, we defined three types of teaching. Two types of teaching reduced potential new knowledge to the prior context, whereas one type of teaching promoted prior knowledge to develop new knowledge. In particular, the type of teaching we call "reviewing" explains why teachers repeat the way they taught a concept the first time. Our study suggests that it is important for teachers to conceive students' prior knowledge as the knowledge to be developed and the task as having potential for developing new knowledge in order to teach for coherence.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A