Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson
In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematic...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2016-07-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/377 |
| _version_ | 1811331298923380736 |
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| author | Nicky Roberts Hamsa Venkat |
| author_facet | Nicky Roberts Hamsa Venkat |
| author_sort | Nicky Roberts |
| collection | DOAJ |
| description | In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination. |
| first_indexed | 2024-04-13T16:18:32Z |
| format | Article |
| id | doaj.art-d162d6d172934177a4a0fdaf4c009ac1 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-13T16:18:32Z |
| publishDate | 2016-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-d162d6d172934177a4a0fdaf4c009ac12022-12-22T02:40:00ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822016-07-0161e1e1010.4102/sajce.v6i1.377219Learning from disruptive classroom behaviour in a Grade 2 mathematics lessonNicky Roberts0Hamsa Venkat1Department of Education, University of the WitwatersrandDepartment of Education, University of the WitwatersrandIn this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination.https://sajce.co.za/index.php/sajce/article/view/377Disruptive behaviourteacher noticingadditive relationsmathematicsearly grade |
| spellingShingle | Nicky Roberts Hamsa Venkat Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson South African Journal of Childhood Education Disruptive behaviour teacher noticing additive relations mathematics early grade |
| title | Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
| title_full | Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
| title_fullStr | Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
| title_full_unstemmed | Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
| title_short | Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
| title_sort | learning from disruptive classroom behaviour in a grade 2 mathematics lesson |
| topic | Disruptive behaviour teacher noticing additive relations mathematics early grade |
| url | https://sajce.co.za/index.php/sajce/article/view/377 |
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