International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Boylan Mark
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3 items
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This paper investigates the relevance of actor-network theory to understanding teacher change in mathematics education by considering a single teacher change narrative. The article is centered on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyze features of this teacher narrative.
Published: 2010
Updated: May. 26, 2011
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This paper focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. An intervention with a cohort of prospective teachers is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics.
Published: 2009
Updated: Jan. 12, 2010
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This article seeks to identify the ways in which participation in school classrooms is similar to and different from those described by Lave and Wenger, which have claimed that legitimate peripheral participation is a universal feature of situated learning. As a means to investigate situated learning as participation, the author focuses on one particular form of learning in school, which can be referred to as usual school mathematics.
Published: 2010
Updated: Dec. 15, 2009