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 language | English |
|---|---|
| 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 |
| Publisher | PME |
| Pages | 57-64 |
| ISBN (Electronic) | 978-0-6398215-3-5 |
| ISBN (Print) | 978-0-6398215-2-8 |
| 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 https://www.up.ac.za/pme43 |
Conference
| Conference | 43rd Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME |
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/07/19 → 12/07/19 |
| Internet address |