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

Read more

Summary

11.1 Introduction

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.

De Simone (B)
11.2 Theoretical Framework
11.3 Methodology
11.4 Data Analysis
S10: a proposition that
10. S5: that makes true the statement
Ss: yes
16. S9: zero-product property
18. Ss: when one of them is zero
11.5 Discussion and Conclusion
Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.