Sociological tools in the study of knowledge and practice in mathematics teacher education
- 935 Downloads
In this paper, we put Basil Bernstein’s theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context.
KeywordsMathematics teacher education Pedagogic device Knowledge and practice Evaluative judgement
This paper forms part of the Quantum research project on Mathematics for Teaching, directed by Jill Adler, at the University of the Witwatersrand. This material is based upon work supported by the National Research Foundation under Grant number FA2006031800003.
Any opinion, findings and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Research Foundation.
- Adler, J., & Davis, Z. (2006). Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 37(4), 270–296.Google Scholar
- Bernstein, B. (1990). The structuring of pedagogic discourse. London.Google Scholar
- Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research and critique. London: Taylor and Francis.Google Scholar
- Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (2nd ed.). Oxford: Rowman & LIttlefield.Google Scholar
- Brodie, K. (2004). Re-thinking teachers' mathematical knowldge: A focus on thinking practices. Perspectives in Education, 22(1), 65–80.Google Scholar
- Chevallard, Y. (1992). Fundamental concepts in didactics: Perspectives provided by an anthropological approach. In R. Douady & A. Mercier (Eds.), Recherches en didactique des mathématiques: Selected papers (pp 131–167). Grenoble: La Pensée Sauvage.Google Scholar
- Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms. New York.: Teachers' College Press.Google Scholar
- Davis, Z. (2001). Measure for measure: Evaluative judgement in school mathematics pedagogic texts. Pythagoras, 56, 2–11.Google Scholar
- Davis, Z. (2005). Pleasure and pedagogic discourse in school mathematics: A case study of a problem-centred pedagogic modality. Cape Town: University of Cape Town.Google Scholar
- Davis, Z., Adler, J., & Parker, D. (2007). Identification with images of the teacher and teaching in formalized in-service mathematics teacher education and the constitution of mathematics for teaching. Journal of Education, 42, 33–60.Google Scholar
- Davis, Z., Adler, J., Parker, D., & Long, C. (2003). Quantum research project working paper #5: Elements of the language of description for the production of data. University of the Witwatersrand.Google Scholar
- Gerofsky, S. (1999). Genre analysis as a way of understanding pedagogy in mathematics education. For the Learning of Mathematics, 19(3), 36–46.Google Scholar
- Graven, M. (2002). Mathematics teacher learning, communities of practice and the centrality of confidence. Johannesburg: University of the Witwatersrand.Google Scholar
- Huillet, D. (2009). Mathematics for teaching: An anthropological approach and its use in teaching. For the Learning of Mathematics, 29(3), 4–10.Google Scholar
- Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. New Jersey: Lawrence Erlbaum.Google Scholar
- Parker, D. (2009). The specialisation of pedagogic identities in initial mathematics teacher education in post-apartheid South Africa. Johannesburg: University of the Witwatersrand.Google Scholar
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of a new reform. Harvard Educational Review, 57(1), 1–22.Google Scholar
- Sullivan, P. (Ed.). (2008). Knowledge and beliefs in mathematics teaching and teacher development (Vol. 1). Rotterdam: Sense Publishers.Google Scholar