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Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers

Artigo2024

Núria Planas ORCID; José M. Alfonso; Alberto Arnal-Bailera ORCID; Verónica Martín-Molina ORCID

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Resumo

Abstract Research shows the salient place of mathematical teaching talk, including the mathematical-linguistic practices of naming and explaining, in the enactment of students’ mathematical talk and learning with understanding in the classroom. Our study was developed to examine the noticing of two groups of secondary-school mathematics teachers in one-day workshops with tasks about these practices. The two workshops were mathematically content-specific, with teaching and learning accounts and prompts aimed at guiding focused attention to naming and explaining in the teaching of linear equations and probability. Thematic text analyses led to identify three foci of the two groups’ noticing: (i) missing practices of mathematical naming in own teaching talk; (ii) relative impact of mathematical explaining in teaching talk; and (iii) tensions around mathematical naming and explaining in teaching talk. Our results show that the social construction of teacher noticing is a feature of noticing development that can be documented in the context of one-day workshops. Whereas time for individual thinking and responses to the tasks created a context of support for noticing development, participation in the group discussions allowed the teachers to notice nuances of mathematical naming and explaining in teaching talk unaddressed in the task prompts. The group discussions thus amplified and opened up the opportunities to develop some focused noticing on the content of the workshops, specifically in connection with the teachers’ own teaching practice.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 56, n. 6, p. 1211-1222
Editora
Springer Science+Business Media
Ano
2024 (2024-04-19)
Idioma
en
Palavras-chave
teacher noticing; mathematics teacher professional development; secondary mathematics teachers; linear equations; probability; group discussion
Temas
Álgebra, Formação de Professores de Matemática, Práticas Pedagógicas, Probabilidade
DOI
10.1007/s11858-024-01576-w
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PLANAS, Núria et al.. Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers. ZDM, v. 56, n. 6, p. 1211-1222, 2024. DOI: https://doi.org/10.1007/s11858-024-01576-w.

APA

Planas, N., Alfonso, J. M., Arnal-Bailera, A., & Martín-Molina, V. (2024). Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers. ZDM, 56(6), 1211-1222. https://doi.org/10.1007/s11858-024-01576-w

BibTeX
@article{planas2024,
  author = {Planas, Núria and Alfonso, José M. and Arnal-Bailera, Alberto and Martín-Molina, Verónica},
  title = {Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers},
  year = {2024},
  journal = {ZDM},
  volume = {56},
  number = {6},
  pages = {1211-1222},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01576-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Planas, Núria
AU  - Alfonso, José M.
AU  - Arnal-Bailera, Alberto
AU  - Martín-Molina, Verónica
TI  - Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers
PY  - 2024
JO  - ZDM
VL  - 56
IS  - 6
SP  - 1211
EP  - 1222
DO  - 10.1007/s11858-024-01576-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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