ERIC Number: EJ1412324
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
EISSN: N/A
Challenges of Teaching with Challenging Tasks: Teaching Dilemmas Arising from Implementing a Reform-Oriented Approach to Primary Mathematics
Åsmund Gjaere
Mathematics Teacher Education and Development, v25 n2 Article 2 2023
The research reported in this paper analyses teaching dilemmas experienced by four in-service teachers in the context of a reform-oriented teaching approach for primary mathematics called Developmental Education in Mathematics (DEM). The findings exemplify three teaching dilemmas: Whether to tell students how to solve a challenging task; what to do when students are bored with an important task; and trying to keep the pace of the lesson while supporting all students in the classroom. Importantly, the origins of these dilemmas were found to lie in internal tensions between the components of the DEM system, which the teachers had implemented. Finally, the implications for development of curricular material, implementation of reform-oriented teaching approaches, and the professional development of teachers are discussed.
Descriptors: Mathematics Instruction, Elementary School Mathematics, Difficulty Level, Curriculum Development, Mathematics Curriculum, Teaching Methods, Grade 1, Grade 4, Mathematics Teachers, Teacher Attitudes
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A