Math teaching as jazz improvisation: Exploring the 'highly principled but not determinate' instructional moves of an expert instructor

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

When engaging students in genuine mathematical problem solving, how can instructors maintain a productive learning environment? In this paper, I examine a series of improvised instructional moves of Alan Schoenfeld, a renowned teacher of mathematical problem solving, and investigate his dilemmas, considerations, and in-the-moment decisions. I use the TRUmath framework to unpack the conflicts that underlie Schoenfeld's dilemmas, and to propose a tacit teaching heuristic that help explains his hard-to-justify moves. I conclude that Schoenfeld's in-the-moment decision making is tacitly oriented towards maintaining certain kinds of balances between his pedagogical principles. On the basis of this analysis, I recommend exploring further the use of TRUmath as a framework for analyzing in-the-moment decision making in the context of conflicting pedagogical principles.

Original languageEnglish
Title of host publicationProceedings of the Tenth Congress of the European Society for Research in Mathematics Education
EditorsT Dooley, G Gueudet
Pages2217-2224
Number of pages8
ISBN (Electronic)978-1-873769-73-7
StatePublished - Feb 2017
Event10th Conference of the European Society for Research in Mathematics Education - Dublin, Ireland
Duration: 1 Feb 20175 Feb 2017
Conference number: 10th
https://hal.archives-ouvertes.fr/CERME10
http://www.mathematik.uni-dortmund.de/ieem/erme_temp/CERME10_Proceedings_final.pdf

Publication series

NameProceedings of the Congress of the European Society for Research in Mathematics Education
Volume10

Conference

Conference10th Conference of the European Society for Research in Mathematics Education
Abbreviated titleCERME
Country/TerritoryIreland
CityDublin
Period1/02/175/02/17
Internet address

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