McIvor, Nick;
(2022)
Identifying improvisation in the secondary mathematics classroom.
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).
European Society for Research in Mathematics Education: Bozen-Bolzano, Italy.
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Abstract
This paper argues that improvisation is a common feature of expert mathematics teaching, but that the processes involved remain under-explored by the research community. Drawing on ideas from organisational theorists and improvisational theatre practitioners as well as educational writers, it proposes a framework for identifying and analysing the practice of improvisation in the secondary mathematics classroom. It then goes on to place a more clearly defined concept of classroom improvisation within a wider understanding of teacher expertise and suggests future directions of study.
| Type: | Proceedings paper |
|---|---|
| Title: | Identifying improvisation in the secondary mathematics classroom |
| Event: | Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) |
| Location: | Bozen-Bolzano, Italy |
| Dates: | 2 Feb 2022 - 5 Feb 2022 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.science/hal-03745408 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Secondary mathematics teaching, creative teaching, decision making, interactions |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10167704 |
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