Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom

Michal Ayalon, Elena Naftaliev, Esther S. Levenson, Sigal Levy

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s (1992) “teaching triad” (i.e., mathematical challenge, learning management, and sensitivity to students) as they planned a lesson revolving around a rich mathematics problem and assessed pre-designed student solutions for that problem. Written work was gathered from 17 cohorts. Qualitative analysis generated categories. Quantitative analysis revealed that some components of the teaching triad were attended to in both activities, some were not attended to in either activity, and some were attended to in one activity but not in the other. Findings are interpreted in light of theory.

Original languageEnglish
Pages (from-to)1695-1716
Number of pages22
JournalInternational Journal of Science and Mathematics Education
Volume19
Issue number8
DOIs
StatePublished - Dec 2021

Keywords

  • Assessing
  • Planning
  • Teachers’ attention to a rich mathematical task
  • Teaching triad

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