Another direction of MathTASK focuses on teachers’ creation of their own tasks. For example, we invited trainee teachers to write up brief teaching/learning incidents from their experiences of school placements during the first months of training. We collected their incidents, we grouped them thematically and we invited trainees to discuss these in groups, produce posters of the key points of the discussion and then share these points with the whole group. The trainees raised issues closely associated with the teaching and learning of mathematics – such as student misconceptions, instrumental and relational understanding in the mathematics classroom – as well issues often seen as more generic – such as classroom management, student engagement and prospective teachers’ relationships with more experienced teachers. In another activity inspired by the often urgently expressed focus in several trainee incidents on classroom management – and supported by the 2015-16 Ian Hunter Prize at UEA – we created a team consisting of secondary mathematics teachers (newly qualified and experienced), researchers in mathematics education (faculty and doctoral students) and mathematics teacher educators to explore how to achieve balance between creating opportunities for high quality mathematical thinking and attending to classroom management and behaviour issues. The team designed and deployed Tasks that offered opportunities to explore what propels and what impedes achieving this balance. As an instrument in these discussions, we deployed Terry Haydn’s (2012) ten-point scale on the working atmosphere in the classroom, a construct that was not devised specifically for the mathematics classroom but is being used widely in teacher education programmes. Outcomes of this work include professional development sessions for mathematics teachers in which teachers are invited to reflect on their classroom experiences and give examples of classroom situations by using the language of the Haydn scale.
Kayali, L., & Biza, I. (2018). Micro-evolution of documentational work in the teaching of the volume of revolution. PME42, Vol. 3, pp. 195-202.
Nardi, E., Healy, L., Biza, I., & Fernandes, S.H.A.A. (2018). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners, (pp. 147-170). SENSE Publications.
Biza, I., Nardi, E., & Zachariades, T. (2018). Competences of mathematics teachers in diagnosing teaching situations and offering feedback to students: Specificity, consistency and reification of pedagogical and mathematical discourses. In T. Leuders, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers. Unpacking a complex construct in teacher education and teacher practice, (pp. 55-78). New York: Springer.
Biza, Irene (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. CERME (pp. 1993-2000).
Kayali, L., & Biza, I. (2017). “One of the beauties of Autograph is … that you don’t really have to think”: Integration of resources in mathematics teaching. CERME, (pp. 2405-2413).