Using activity theory to understand a mathematics leader’s motivations and use of mathematical knowledge for teaching

Conference paper

Sexton, Matt and Lamb, Janeen. (2017). Using activity theory to understand a mathematics leader’s motivations and use of mathematical knowledge for teaching. 40th annual conference of the Mathematics Education Research Group of Australasia. Australian Synchotron, Clayton, Victoria, Australia 02 - 06 Jul 2017 Mathematics Education Research Group of Australasia (MERGA). pp. 466-473
AuthorsSexton, Matt and Lamb, Janeen
TypeConference paper
Abstract

Despite the significance of the role, little is known about mathematics leaders in schools. Rachel, a mathematics leader, was observed leading planning meetings with junior primary teachers. Using activity theory, three of Rachel’s motivations were identified: influencing teacher affect, developing shared understandings, and avoiding conflict. Observation and interview data analysis revealed the use of pedagogical content knowledge (PCK) as a tool far more than subject matter knowledge. We posit that the dominant use of knowledge types associated with PCK was due mostly to Rachel’s object of avoiding conflict.

Year2017
PublisherMathematics Education Research Group of Australasia (MERGA)
Publisher's version
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All rights reserved
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Controlled
Book title40 years on : We are still learning! Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia
Page range466-473
Book editorDownton, Ann
Livy, Sharyn
Hall, Jennifer
ISBN9781920846305
Web address (URL) of conference proceedingshttps://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx
Output statusPublished
Publication dates
Online2017
Publication process dates
Deposited16 Jun 2023
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