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Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images

Artigo2025

Elizabeth Suazo-Flores

Metadados apenas Página oficial: Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images (abre em nova aba)

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Resumo

Research on mathematics teacher curricular decision-making has focused more on what decisions teachers make and less on how teachers make curricular decisions. Teaching images are a well-known concept in teacher education as a form of teachers' practical knowledge (PK) and threads that connect teachers' past experiences to action in the present moment. In this study, I built on a three-year relationship with a veteran secondary mathematics teacher to construct her curricular decision-making images. I used a narrative inquiry methodology to interact and construct data alongside the teacher while she planned and taught a mathematics lesson. Data consisted of transcripts of conversations between the teacher and me, and my weekly journals. A narrative analysis revealed two teaching images: "bringing the outside inside" and "reading students and moments." The teacher made decisions informed by past and in-the-moment teaching experiences, as well as personal commitments such as portraying students as professionals. Teacher images allow mathematics teacher educators and researchers to communicate how teachers make curricular decisions by working alongside teachers. This study contributes to curricular decision-making research by offering images as a form of PK that communicates practicing mathematics teachers' knowledge-in-action.

Dados da obra

Tipo
Artigo
Periódico
in education
Ano
2025
Idioma
en
Palavras-chave
Mathematics Teachers; Mathematics Curriculum; Curriculum Development; Decision Making; Secondary School Mathematics; Imagery; Lesson Plans; Teaching Experience; Epistemology; Pedagogical Content Knowledge; Mathematics Instruction; Teaching Methods
Temas
Currículo, Formação de Professores de Matemática
ISSN
1927-6117
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SUAZO-FLORES, Elizabeth. Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images. in education, 2025. Disponível em: https://doi.org/10.37119/ojs2025.v30i3.910. Acesso em: 5 nov. 2026.

APA

Suazo-Flores, E. (2025). Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images. in education. https://doi.org/10.37119/ojs2025.v30i3.910

BibTeX
@article{suazoflores2025,
  author = {Suazo-Flores, Elizabeth},
  title = {Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images},
  year = {2025},
  journal = {in education},
  url = {https://doi.org/10.37119/ojs2025.v30i3.910},
  language = {en}
}
RIS
TY  - JOUR
AU  - Suazo-Flores, Elizabeth
TI  - Documenting Knowing-in-Action: A Mathematics Teacher's Curricular Decision-Making Images
PY  - 2025
JO  - in education
UR  - https://doi.org/10.37119/ojs2025.v30i3.910
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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