Locally logical mathematics: An emerging teacher honoring both students and mathematics

Rose Mary Zbiek; Susan A. Peters; Kim H. Johnson; Tenille Cannon; Tracy M. Boone; Gina M. Foletta

doi:10.1016/j.jmathb.2014.01.003

Locally logical mathematics: An emerging teacher honoring both students and mathematics

Rose Mary Zbiek, Susan A. Peters, Kim H. Johnson, Tenille Cannon, Tracy M. Boone, Gina M. Foletta

Curriculum & Instruction

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.

Original language	English (US)
Pages (from-to)	58-75
Number of pages	18
Journal	Journal of Mathematical Behavior
Volume	34
DOIs	https://doi.org/10.1016/j.jmathb.2014.01.003
State	Published - Jun 2014

All Science Journal Classification (ASJC) codes

Education
Applied Psychology
Applied Mathematics

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10.1016/j.jmathb.2014.01.003

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title = "Locally logical mathematics: An emerging teacher honoring both students and mathematics",

abstract = "This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.",

author = "Zbiek, {Rose Mary} and Peters, {Susan A.} and Johnson, {Kim H.} and Tenille Cannon and Boone, {Tracy M.} and Foletta, {Gina M.}",

note = "Funding Information: This paper is supported in part by the National Science Foundation under Grant ESI-0426253 for the Mid-Atlantic Center for Mathematics Teaching and Learning (MAC-MTL). Any opinions, findings, or conclusions expressed in this document are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors appreciate their MAC-MTL colleagues who provided valuable feedback on this manuscript. Special appreciation is extended to the teacher, her students and mentors, their schools, and the research team members who assisted with the interviews and observations. An earlier version of this paper was presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA, U.S.A.",

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N1 - Funding Information: This paper is supported in part by the National Science Foundation under Grant ESI-0426253 for the Mid-Atlantic Center for Mathematics Teaching and Learning (MAC-MTL). Any opinions, findings, or conclusions expressed in this document are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors appreciate their MAC-MTL colleagues who provided valuable feedback on this manuscript. Special appreciation is extended to the teacher, her students and mentors, their schools, and the research team members who assisted with the interviews and observations. An earlier version of this paper was presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA, U.S.A.

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AB - This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.

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Locally logical mathematics: An emerging teacher honoring both students and mathematics

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