Practice-based Teacher Development in Its Mathematical Context: Lessons and Their Representation in Approximations of Practice

Addressing the need for practice-based teacher education to attend to context, we describe anticipations of a lesson as a case of approximations of practice that may anchor practice to its disciplinary context. After providing a general framework for how to think about anchoring practice in context...

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Published inSuhak gyoyukak yeon-gu (Online) pp. 753 - 791
Main Authors Patricio Herbst, Amanda Brown, Daniel Chazan
Format Journal Article
LanguageEnglish
Published 대한수학교육학회 31.08.2024
Subjects
교육학
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Summary:Addressing the need for practice-based teacher education to attend to context, we describe anticipations of a lesson as a case of approximations of practice that may anchor practice to its disciplinary context. After providing a general framework for how to think about anchoring practice in context we consider the StoryCircles process as an approximation of practice and illustrate the variability in anticipations of a lesson that can be generated by different StoryCircles. We use this variability to propose a conceptualization of lesson which is of particular value to practice-based teacher education. KCI Citation Count: 0
ISSN:2288-7733
2288-8357
DOI:10.29275/jerm.2024.34.3.753