PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Theorizing teachers’ mathematical learning in the context of student-teacher interaction: A lens of decentering
Page: 742
In this paper, I propose a theorization of mental processes involved in teachers’ learning of students’ mathematics in the context of student-teacher interaction. Specifically, I combine the Piagetian scheme theory with the notions of first- and second-order modeling to characterize types of mathematical learning that may occur when a teacher decenters. I also discuss the affordances and methodological considerations in light of the proposed framework.