Making visible a teacher’s pedagogical reasoning: An aspect of pedagogical documentation

• Ban Heng Choy ^[1] ; Jaguthsing Dindya ^[1] ; Joseph B. W. Yeo ^[1]
  1. [1] Nanyang Technological University

     Nanyang Technological University

     Singapur

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 163-170
• Idioma: inglés
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• Resumen

  • Much of a teacher’s practice and professional learning remains unseen despite recent calls to incorporate practice-based and inquiry-based approaches to improve mathematics instruction. Although the idea of pedagogical reasoning and action can provide a way to unpack these unseen aspects of practice, it remains to be seen how a teacher’s actions and thinking can be made visible. In this paper, we present a case of how a teacher’s pedagogical reasoning is made visible through pedagogical documentation, which suggests the possibility of using documentation to unpack these unseen aspects of a teacher’s practices.