Abstract
Vignettes as a means to feel different experiences of mathematics and its teaching
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.208-208
PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
2021
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Abstract
Students’ mathematical performances can be affected by the ways of working that are supported in the classrooms in which they study. The different tools and representations through which they are encouraged to express their mathematical knowledge enable and disable different learners in different ways, especially if teachers have difficulty in feeling mathematics in ways that are congruent with their students’ strategies (Fernandes and Healy, 2020). Vignettes offer ways of representing both the mathematical strategies that emerge in classroom practices – be they typical or atypical – and the pedagogical framing of such activity, providing virtual experiences of different classrooms realities through which prospective and practicing teachers can reflect upon mathematics and its teaching (Buchbinder, & Kuntze, 2018). Part of the coReflect@maths project involves the design of vignettes that encourage teachers to focus on the challenge of developing inclusive pedagogies, to explore how different ways of feeling and doing mathematics can enrich and expand learning opportunities, and to notice how normative classroom expectations rather than individual characteristics can contribute to the marginalisation of particular groups of students. The poster displays an example vignettes and conference participants are invited via QR code to exchange responses with the authors.
Details
- Title
- Vignettes as a means to feel different experiences of mathematics and its teaching
- Creators
- Lulu Healy - King's College LondonCeneida Fernández - University of AlicanteMarita Friesen - University of Education FreiburgPere Ivars - University of AlicanteJens Krummenauer - Ludwigsburg University of EducationSebastian Kuntze - Ludwigsburg University of EducationSalvador Llinares - University of AlicanteLibuse Samkova - University of South Bohemia (Czech Republic)Karen Skilling - University of Oxford
- Contributors
- Maitree Inprasitha (Editor)Narumon Changsri (Editor)Nisakorn Boonsena (Editor)
- Publication Details
- Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.208-208
- Conference
- PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
- Publisher
- Thailand Society of Mathematics Education; Thailand
- Grant note
- The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union.
- Identifiers
- 9786169383000; 991013357514002368
- Copyright
- © 2021 left to authors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Abstract