We elaborate on the notion of the instructional triangle, to address the question of how the nature of instructional activity can help justify actions in mathematics teaching. We propose a practical rationality of mathematics teaching composed of norms for the relationships between elements of the instructional system and obligations that a person in the position of the mathematics teacher needs to satisfy. We propose such constructs as articulations of a rationality that can help explain the instructional actions a teacher takes in promoting and recognizing learning, supporting work, and making decisions.
CITATION STYLE
Herbst, P., & Chazan, D. (2012). On the instructional triangle and sources of justification for actions in mathematics teaching. ZDM - Mathematics Education, 44(5), 601–612. https://doi.org/10.1007/s11858-012-0438-6
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