When does Teaching Become Over-teaching? Didactical Dissonance in the Mathematics Classroom
Location
Room 210
Proposal Track
Research Project
Session Format
Presentation
Preferred Time
Friday morning
Abstract
The teaching of mathematics is inundated with difficulties from multiple and unexplained origins. Research in mathematics education has attempted to improve student performance in mathematics, but very little progress has been made to improve the teaching of mathematics. This study was part of a larger study that aimed to understand the nature of meta-didactical slippage in a ninth grade mathematics classroom. According to Brousseau, Brousseau, and Warfield (2009) meta didactical slippage occurred when the teacher takes a means of teaching (the whole situation, or part of it, or its resolution) as a new object to be taught. Meta-didactical slippages in the mathematics classroom often go unnoticed and thus uncorrected. Therefore the purpose of this study was to explore the genesis and affordances of one slippage identified in the larger study. The study used Brousseau’s (1997) Theory of didactical situations in mathematics as theoretical perspective that guided data collection and analysis. Data was collected using participant observation, documents, and unstructured interview. Results exposed a didactical dissonance that manifest in the mathematics classroom. The act of “teaching” often becomes an obstacle to the teaching and learning of mathematics. Implications for planning and conducting the teaching endeavor were discussed.
Keywords
Mathematics Education, Didactical Dissonance, Teaching and Learning
Recommended Citation
Wisdom, Nathan J., "When does Teaching Become Over-teaching? Didactical Dissonance in the Mathematics Classroom" (2015). Georgia Educational Research Association Conference. 9.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/9
When does Teaching Become Over-teaching? Didactical Dissonance in the Mathematics Classroom
Room 210
The teaching of mathematics is inundated with difficulties from multiple and unexplained origins. Research in mathematics education has attempted to improve student performance in mathematics, but very little progress has been made to improve the teaching of mathematics. This study was part of a larger study that aimed to understand the nature of meta-didactical slippage in a ninth grade mathematics classroom. According to Brousseau, Brousseau, and Warfield (2009) meta didactical slippage occurred when the teacher takes a means of teaching (the whole situation, or part of it, or its resolution) as a new object to be taught. Meta-didactical slippages in the mathematics classroom often go unnoticed and thus uncorrected. Therefore the purpose of this study was to explore the genesis and affordances of one slippage identified in the larger study. The study used Brousseau’s (1997) Theory of didactical situations in mathematics as theoretical perspective that guided data collection and analysis. Data was collected using participant observation, documents, and unstructured interview. Results exposed a didactical dissonance that manifest in the mathematics classroom. The act of “teaching” often becomes an obstacle to the teaching and learning of mathematics. Implications for planning and conducting the teaching endeavor were discussed.
