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From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning

Artigo2025

‪Merav Weingarden ORCID; Nadav Ehrenfeld ORCID

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Resumo

Abstract Representations of practice serve as fundamental tools in professional learning, including the professional learning of mathematics teachers, enabling them to reflect on their practice outside of classrooms. This paper suggests a new conceptualization of representations of practice for teacher learning by naming and distinguishing five interconnected layers: the teaching–learning situation being represented, the medium through which it is represented, the artifact selected or created, the prompts guiding teacher engagement with the artifact, and the resulting teacher interactions. We argue and illustrate how this conceptualization suggests a more nuanced terminology to discuss the affordances of representations of practice and where these affordances emerge from, both in relation to the artifacts themselves and to the pedagogical activity, they are involved in. We conclude with implications for research and practice as the field continues to develop innovative forms of representations of practice.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Editora
Springer Science+Business Media
Ano
2025 (2025-08-26)
Idioma
en
Palavras-chave
mathematics teacher learning; professional learning; teacher interaction; teaching-learning situations; artifacts; prompting; affordances; conceptualization; reflective practice
Temas
Formação de Professores de Matemática
DOI
10.1007/s10857-025-09720-3
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WEINGARDEN, ‪Merav; EHRENFELD, Nadav. From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning. Journal of Mathematics Teacher Education, 2025. DOI: https://doi.org/10.1007/s10857-025-09720-3.

APA

Weingarden, ‪., & Ehrenfeld, N. (2025). From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-025-09720-3

BibTeX
@article{weingarden2025,
  author = {Weingarden, ‪Merav and Ehrenfeld, Nadav},
  title = {From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-025-09720-3},
  language = {en}
}
RIS
TY  - JOUR
AU  - Weingarden, ‪Merav
AU  - Ehrenfeld, Nadav
TI  - From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning
PY  - 2025
JO  - Journal of Mathematics Teacher Education
DO  - 10.1007/s10857-025-09720-3
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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