Reflective Awareness in Mathematics Teachers’ Learning and Teaching

Olive Chapman

doi:10.12973/eurasia.2015.1334a

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Olive Chapman ¹ ^*

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¹ University of Calgary, CANADA^* Corresponding Author

Abstract

The nature of mathematics teachers’ knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness as a central aspect of MTK based on a study of elementary school mathematics teachers’ learning and teaching associated with a self-directed professional development initiative to transform their teaching to an inquiry-based perspective. Research questions focused on how this initiative supported reflective awareness in the teachers’ learning and teaching. Findings indicated that engaging in self-based and meaning-based questioning and creating pedagogical models were central to the teachers’ learning and use of reflective awareness. Their knowledge of reflective awareness as a way of knowing was important to their development of an inquiry stance and knowledge of mathematics for teaching and mathematics pedagogy.

Keywords

mathematics teachers’ knowledge
mathematics teachers’ learning
pedagogical models
questioning
reflective awareness

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 2, 313-324

https://doi.org/10.12973/eurasia.2015.1334a

Publication date: 12 Apr 2015

Article Views: 1631

Article Downloads: 688

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How to cite this article

APA

Chapman, O. (2015). Reflective Awareness in Mathematics Teachers’ Learning and Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 313-324. https://doi.org/10.12973/eurasia.2015.1334a

Vancouver

Chapman O. Reflective Awareness in Mathematics Teachers’ Learning and Teaching. EURASIA J Math Sci Tech Ed. 2015;11(2):313-24. https://doi.org/10.12973/eurasia.2015.1334a

AMA

Chapman O. Reflective Awareness in Mathematics Teachers’ Learning and Teaching. EURASIA J Math Sci Tech Ed. 2015;11(2), 313-324. https://doi.org/10.12973/eurasia.2015.1334a

Chicago

Chapman, Olive. "Reflective Awareness in Mathematics Teachers’ Learning and Teaching". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 2 (2015): 313-324. https://doi.org/10.12973/eurasia.2015.1334a

Harvard

Chapman, O. (2015). Reflective Awareness in Mathematics Teachers’ Learning and Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), pp. 313-324. https://doi.org/10.12973/eurasia.2015.1334a

MLA

Chapman, Olive "Reflective Awareness in Mathematics Teachers’ Learning and Teaching". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 2, 2015, pp. 313-324. https://doi.org/10.12973/eurasia.2015.1334a