Abstract
In this paper, I will analyse a mathematics teacher’s classroom actions using a theoretical framework that tries to bring together the cognitive and affective dimensions, often considered separately. In particular, I will concentrate on the relation between the actions of a teacher, Carla, in her grade nine classroom and her reasons for those actions, through a combined analysis of the language and the emotional elements that accompany her speech. To carry out this analysis, I will combine Habermas’ theory of rationality and the concept of emotional orientation developed by Brown and Reid within the research in mathematics related affect. From a methodological point of view, I interviewed the teacher to detect some of her expectations for her teaching decision. To confirm that these expectations I identified a priori are those that actually guide Carla during her teaching practice, I also analysed her classroom activity focusing mainly on her “emotional indicators”, namely gestures, facial expressions, emphasis of the words, repetition, and so on. Finally, I examined the lessons more carefully in order to identify intertwinement between the teacher’s rationality and emotions.
Highlights
This paper draws on my earlier research, on how cognition and affect are intertwined in a mathematics teacher’s decision-making processes (De Simone, 2015)
I will continue to discuss some critical debates around Habermas’ approach. This critique enabled me to formulate a kind of rationality in which the affective dimension of decision-making is emphasized, drawing on recent research in mathematics related affect
After describing the methodological choices I made in my research, I will move on to a case study analysis of one grade nine mathematics teacher, Carla whose decision-making will be shown to intertwine both rationality and emotions
Summary
This paper draws on my earlier research, on how cognition and affect are intertwined in a mathematics teacher’s decision-making processes (De Simone, 2015). Decisionmaking is a characteristic feature of teaching since teachers are constantly making decisions within the classroom. Many authors have recognized that decisionmaking has a crucial role in the work of mathematics teachers.
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