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Responses to “The Scary Question”: how teaching challenges impact the use of knowledge and its development

Citation

Beswick, K and Chick, H, Responses to 'The Scary Question': how teaching challenges impact the use of knowledge and its development, Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 91-98. ISSN 0771-100X (2016) [Refereed Conference Paper]


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Copyright 2016 The Author

Official URL: http://www.igpme.org/index.php/annual-conference

Abstract

This paper reports on teachers’ experiences of being out of their comfort zone in their mathematics teaching. We describe examples of experiences that the teachers considered "scary", their reported responses to those situations, and the longer-term effects of such experiences. Implications for the acquisition of knowledge for teaching mathematics are discussed, and questions raised about the possible impacts of confidence and experience on the interaction between discomforting experiences and teacher learning.

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics teaching
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Beswick, K (Professor Kim Beswick)
Author:Chick, H (Associate Professor Helen Chick)
ID Code:110781
Year Published:2016
Funding Support:Australian Research Council (DP130103144)
Deposited By:Education
Deposited On:2016-08-12
Last Modified:2017-11-09
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