This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s (1992) “teaching triad” (i.e., mathematical challenge, learning management, and sensitivity to students) as they planned a lesson revolving around a rich mathematics problem and assessed pre-designed student solutions for that problem. Written work was gathered from 17 cohorts. Qualitative analysis generated categories. Quantitative analysis revealed that some components of the teaching triad were attended to in both activities, some were not attended to in either activity, and some were attended to in one activity but not in the other. Findings are interpreted in light of theory.
|Number of pages||22|
|Journal||International Journal of Science and Mathematics Education|
|State||Published - Dec 2021|
Bibliographical noteFunding Information:
This work was supported by US EPA Science To Achieve Results (STAR) Program grant #R-83172101. Additional support was provided by the Center of Environmental Health, Safety and Engineering, Industrial Technology Research Institute, Hsing Chu, Taiwan, ROC.
© 2020, Ministry of Science and Technology, Taiwan.
- Teachers’ attention to a rich mathematical task
- Teaching triad
ASJC Scopus subject areas
- Mathematics (all)