Practicalizing principled knowledge with teachers to design language-oriented mathematics lessons: a design study

Arthur Bakker, Farran Mackay, Jantien Smit, Ronald Keijzer

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Abstract

It has been argued that teachers need practical principled knowledge and that design research can help develop such knowledge. What has been underestimated, however, is how to make such know-how and know-why useful for teachers. To illustrate how principled knowledge can be "practicalized", we draw on a design study in which we developed a professional development program for primary school teachers (N = 5) who learned to design language-oriented mathematics lessons. The principled knowledge we used in the program stemmed from the literature on genre pedagogy, scaffolding, and hypothetical learning trajectories. We show how shifting to a simple template focusing on "domain text" rather than genre, and "reasoning steps" rather that genre features made the principled knowledge more practical for teachers.
Original languageEnglish
Title of host publicationProceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
Subtitle of host publicationvolume 2: Research Reports (A-K)
EditorsM. Graven, H. Venkat, A. Essien, P. Vale
Place of PublicationPretoria
PublisherPME
Pages57-64
ISBN (Electronic)978-0-6398215-3-5
ISBN (Print)978-0-6398215-2-8
Publication statusPublished - 2019
Event43rd Conference of the International Group for the Psychology of Mathematics Education - Pretoria, South Africa
Duration: 7 Jul 201912 Jul 2019
Conference number: 43
https://www.up.ac.za/pme43

Conference

Conference43rd Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME
CountrySouth Africa
CityPretoria
Period7/07/1912/07/19
Internet address

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    Bakker, A., Mackay, F., Smit, J., & Keijzer, R. (2019). Practicalizing principled knowledge with teachers to design language-oriented mathematics lessons: a design study. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education: volume 2: Research Reports (A-K) (pp. 57-64). PME.