EDUC 2591 Chapter Notes - Chapter 4: Humberto Maturana, Enactivism, Coevolution
4 Jun 2020
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Document Summary
Reading- table of teacher actions: jo towers & jerome. In this article we offer instead a conceptualisation of mathematics teaching actions as a. We draw together terms commonly used in the literature to describe teaching strategies, and add our own, to offer an expanded view of teaching actions. We illustrate each with data extracts drawn from our various studies of mathematics teachers and classrooms, and explain how a range of teaching actions can be woven into a coherent teaching practice. Note that we are not talking about growth in teaching in this paper, nor about change in teachers" practice over time. "calculational" and "conceptual" approaches to mathematics teaching, discussing the richness but also the demanding role of the latter. In this article, we aim to expand this polarised trajectory mindset and instead propose a conceptualisation of teaching as recursive and non-linear. We seek to understand teaching better by reinterpreting the middle space of such trajectories.
