Accounting for the variability of lecturing practices in situations of concept introduction
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Renaud Chorlay [1]
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[1] Pierre and Marie Curie University
Pierre and Marie Curie University
París, Francia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 5, 2022, págs. 1071-1091
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper aims to contribute to the growing field of research on teaching practices in higher education, with a focus on the prevalent yet unresearched practice of concept introduction in lectures.
This small-scale case-study provides data which lend themselves to a comparative analysis, with a view to describing and accounting for the dispersion of practices which can be observed in spite of the similarity of teaching conditions: three teachers lecturing on the same formal definition of limits of sequences, in similar institutional conditions. A combination of an a priori mapped out space of possible actions, and concepts from the theory of teaching as decision-making allows for a fine-grained analysis of the data, consisting of video-recordings of the sessions, supplemented by preand post-interviews with the teachers. We identified two key factors – knowledge of action-plans and ‘subjective expected utility’ (Schoenfeld, A. H. (2013). Classroom observation in theory and practice.
ZDM (Mathematics Education), 45, 607–621) – on the basis of which the instructors’ engagement in teaching can be accounted for in a non-evaluative research perspective.
