Tackling Complexity In Mathematics Teaching Development: Using the Teaching Triad as a Tool for Reflection and Analysis

Abstract

This paper reports research that attempts tomake sense of the complexity of mathematicsteaching and its development at secondaryschool level. The research was conducted inpartnership between two teachers and twoeducator/researchers over one school term intwo U.K. schools. A theoretical construct, theteaching triad, was used as an analyticaldevice (by the researchers) and as a reflectiveagent for teaching development (by theteachers). The focus of analysis was theinteractions between teacher and students atwhole class and small group level. Both micro-and macro-analyses were undertaken. We presentdetails of the processes involved in examplesfrom the teaching of one teacher as shetranslated theoretical aims into classroompractice. The use of the triad allowed accessto complexity, involving both psychological andsociological elements, and to the position of asincere teacher with respect to competingforces in the educational system. Thepotential of the triad for teacher and teachingdevelopment is discussed.