Math is beautifully intimidating: Analyzing the conflict between teacher affective disposition and observed positioning-by-others-Reference-Cited by-同舟云学术

Math is beautifully intimidating: Analyzing the conflict between teacher affective disposition and observed positioning-by-others

Published:2023-01-01 Issue:1 Volume:18 Page:em0722
ISSN:1306-3030
Container-title:International Electronic Journal of Mathematics Education
language:
Short-container-title:INT ELECT J MATH ED

Author:

Lynch-Arroyo Ruby L.¹²^ORCID,Tchoshanov Mourat¹^ORCID,Medina-Jerez William¹^ORCID

Affiliation:

1. University of Texas at El Paso, El Paso, TX, USA

2. University of New Mexico, Albuquerque, NM, USA

Abstract

Teacher productive disposition is considered as one of the key strands of mathematical proficiency. Teacher<i> </i>disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers’ productive disposition does not always translate into productive positioning in the mathematics classroom, and vice versa. In this study, we selected teacher dis/position as the unit of analysis to explore the phenomenon of two middle school mathematics teachers’ self-reported affective disposition and observed positioning-by-others. Grounded in positioning theory the relationship between teacher disposition and positioning-by-others was examined utilizing a cross-case analysis. Results of the study indicate that dispositional characteristics such as attitude, self-concept, and nature of mathematics were significantly different between the cases. The study findings also suggest that interconnectedness between teacher core disposition and positional situatedness could potentially contribute to understanding and addressing the complexity of teaching and learning in the mathematics classroom.

Publisher

Modestum Ltd

Subject

Education,General Mathematics

Link

https://www.iejme.com/download/math-is-beautifully-intimidating-analyzing-the-conflict-between-teacher-affective-disposition-and-12627.pdf

Reference49 articles.

1. Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: Action-objects in analogical mathematical reasoning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 492-499). International Society of the Learning Sciences.

2. Abrahamson, D. (2012). Try to see it my way: The discursive function of idiosyncratic mathematical metaphor. Mathematical Thinking and Learning, 14, 55-80. https://doi.org/10.1080/10986065.2012.625076

3. Arroyo, R. L., McDermott, B., & Tchoshanov, M. (2012). Assessing Pre-Service Elementary Teachers’ Disposition Toward Mathematics Using Open-Ended Metaphor. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th International Conference on the Psychology of Mathematics Education, North America, Kalamazoo, MI: Western Michigan University (pp. 689-692).

4. Bass, H., & Mosvold, R. (2019). Teacher responses to public apparent student error: A critical confluence of mathematics and equitable teaching practice. In Proceedings of the 11th Congress of the European Society for Research in Mathematics Education Freudenthal Institute.

5. Beyers, J. (2011). Student dispositions with respect to mathematics: What current literature says. In D. J. Brahier, & W. R. Speer (Eds.), Motivation and disposition: Pathways to learning mathematics (pp. 69-80). NCTM.