Professional Support in Teaching Mathematics through Guided Discovery: The Role of Agency on Multiple Levels-Reference-Cited by-同舟云学术

Professional Support in Teaching Mathematics through Guided Discovery: The Role of Agency on Multiple Levels

Published:2024-07-15 Issue:7 Volume:14 Page:769
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Juhász Péter¹,Szász Réka¹²,Szűcs Gábor¹³,Varga Eszter¹⁴

Affiliation:

1. Alfréd Rényi Institute of Mathematics, Reáltanoda utca 13-15, 1053 Budapest, Hungary

2. Budapest Semesters in Mathematics Education, Bethlen Gábor tér 2, 1071 Budapest, Hungary

3. The Joy of Thinking Foundation, Bátorkeszi u. 41, 1148 Budapest, Hungary

4. Mathematics Teaching and Education Centre, ELTE Eötvös Loránd University of Budapest, Pázmány Péter sétány 1/A, 1117 Budapest, Hungary

Abstract

The paper describes a case study of mentoring support provided to a novice mathematics teacher in using Guided Discovery in her classroom. The study used qualitative methods: thematic analysis of interviews and discussions. A central theme that emerged in the results was agency, and we observed that the high level of student and teacher agency in Guided Discovery results in the importance of teacher agency within and over the mentoring framework. We conclude that when supporting teachers in using Guided Discovery in their mathematics classrooms, teacher educators need to put an increased focus on teacher agency within and over the mentoring process.

Funder

Research Program for Public Education Development of the Hungarian Academy of Sciences

MTA-Renyi-ELTE Research Group in Mathematics Education, Budapest, Hungary

Publisher

MDPI AG

Link

https://www.mdpi.com/2227-7102/14/7/769/pdf

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