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.
|Title of host publication||Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education|
|Subtitle of host publication||volume 2: Research Reports (A-K)|
|Editors||M. Graven, H. Venkat, A. Essien, P. Vale|
|Place of Publication||Pretoria|
|Publication status||Published - 2019|
|Event||43rd Conference of the International Group for the Psychology of Mathematics Education - Pretoria, South Africa|
Duration: 7 Jul 2019 → 12 Jul 2019
Conference number: 43
|Conference||43rd Conference of the International Group for the Psychology of Mathematics Education|
|Period||7/07/19 → 12/07/19|
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.