Abstract

GARZON CASTRO, Diego. Analysis of Mathematical Teacher’s Decisions in his Classroom Management. Educ. mat. [online]. 2017, vol.29, n.3, pp.131-160.  Epub Feb 14, 2022. ISSN 2448-8089.  https://doi.org/10.24844/em2903.05.

This paper analyzes the decisions made by two teachers during “teaching moments” in which pedagogical opportunities emerge. These correspond to examples of classroom discourse in which the mathematical thinking of the student and the construction of mathematical meanings are made manifest. For this purpose, the MOST-Noticing instrument was designed and evaluated, allowing for such an analysis. An exploratory case study was carried out that included the observation of videotaped classes of high school teachers. For the analysis, we took into account: professional observation of the teaching of mathematics, emphasizing the teacher’s ability to respond to the mathematical understanding of the student, and the study of teaching moments that relate the student’s mathematical thinking, the significant from the mathematical point of view and the pedagogical opportunities. In the analysis, two teaching moments were recognized that allowed to characterize the decisions in relation to the actions from the applied instrument and the constant comparison.

Keywords : Teacher decisions; teachable moments; student’s mathematical thinking; mathematical discourse in the classroom; teaching practice.

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