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Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study

Artigo2025

Christine Luise Brungs; Nils Frederik Buchholtz ORCID; Hendrik Streit; Yasmin Theile ORCID; Benjamin Rott ORCID

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Resumo

In this exploratory case study, the teaching practices of two secondary level mathematics teachers are examined within the framework of a sequential multi-method design. To this end, data on the teachers’ recurrent patterns of action were collected using video-based classroom observations in problem-solving lessons, semi-structured interviews and video-stimulated recalls. The qualitative analyses of the respective data allowed a differentiated description of the self-reported, observable, and articulable elements of their teaching practices. This includes the requirement situations to which the teachers respond with recurrent patterns of actions, their cognitive and affective dispositions on which they rely, and their situation-specific skills that enable them to adaptively orchestrate their problem-solving lessons. An empirical reconstruction of a selected practice, including a description of its constitutive elements, followed from a superordinate integration of the data by triangulation. This study contributes to the discourse on mathematics teacher education by providing an innovative study design for the empirical reconstruction of teaching practices. Moreover, its findings validate the theoretical assumption that teaching practices are an expression of mathematics teachers’ professional competence and expertise.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Education, v. 10
Editora
Frontiers Media S.A.
Ano
2025 (2025-05)
Idioma
en
Palavras-chave
expertise; mathematics teachers; multi-methods; practices; problem solving; mathematics teaching practice; problem-solving instruction; secondary mathematics teachers; teacher competence; video-stimulated recall; mathematics teacher education
Temas
Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas
DOI
10.3389/feduc.2025.1555763
ISSN
2504-284X
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BRUNGS, Christine Luise et al.. Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study. Frontiers in Education, v. 10, 2025. DOI: https://doi.org/10.3389/feduc.2025.1555763.

APA

Brungs, C. L., Buchholtz, N. F., Streit, H., Theile, Y., & Rott, B. (2025). Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1555763

BibTeX
@article{brungs2025,
  author = {Brungs, Christine Luise and Buchholtz, Nils Frederik and Streit, Hendrik and Theile, Yasmin and Rott, Benjamin},
  title = {Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study},
  year = {2025},
  journal = {Frontiers in Education},
  volume = {10},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/feduc.2025.1555763},
  language = {en}
}
RIS
TY  - JOUR
AU  - Brungs, Christine Luise
AU  - Buchholtz, Nils Frederik
AU  - Streit, Hendrik
AU  - Theile, Yasmin
AU  - Rott, Benjamin
TI  - Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study
PY  - 2025
JO  - Frontiers in Education
VL  - 10
DO  - 10.3389/feduc.2025.1555763
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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