1 Danish School of Education - Research Programme in Teaching and Learning in the Disciplines, Danish School of Education, Arts, Aarhus University2 UCC3 UC-Metropol4 Danish School of Education - Research Programme in Teaching and Learning in the Disciplines, Danish School of Education, Arts, Aarhus University
Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.
Main Research Area:
Congress of European Research in Mathematics Education, 2014