RUME 14 (Volume 4)
2011
Portland, Oregon
THE INTERNAL DISCIPLINARIAN: WHO IS IN CONTROL?
Page: 177
A group of mathematicians and mathematics educators are collaborating in the fine- grained examination of selected 'slices' of video recordings of lectures drawing on Schoenfeld's KOG framework of teaching-in-context. We seek to examine ways in which this model can be extended to examine university lecturing. In the process we have identified a number of lecturer behaviours There are times when, in what appears to be an internal dialogue, lecturing decisions are driven by the mathematician within the lecturer despite the pre-stated intentions of the lecturer to be a teacher. Introduction In contrast with the manner in which a school teacher's Knowledge, Orientation and Goals (KOGs) determine their decision making, we present evidence that for mathematicians this decision making is additionally complicated by an inner argument between the lecturer-as-mathematician and the lecturer-as-teacher. Are there conflicting orientations and goals active in the decision moment? The way in which the decisions play out is thus a function not only of the lecturer's knowledge of mathematics but of the way they work mathematically. Research base This paper reports on an aspect of a project that explores how Schoenfeld's KOGs may be used to direct lecturers' attention to aspects of their decision-making in the lecture theatre as a professional development activity. The project is informed by research concerning how a teacher's knowledge, orientations or beliefs and goals impact on their teaching practice (Schoenfeld, 2007; Ball, Bass & Hill, 2004; Shulman, 1986; Speer, Smith & Horvath, 2010; Torner, Tolka, Rosken & Sriraman, 2010) However, these are studies of teacher practice in primary and secondary schools and similar work at the college level is 'virtually non-existent' (Speer et al, 2010, p 99). The project is also designed to build on the effectiveness of communities of practice (Lave & Wenger, 1999) and a culture of enquiring conversation (Rowland, 2000) for professional development. The project is described in more detail in Barton, Oates, Paterson and Thomas (to be published). Structure of project and data collection A group of four mathematicians and four mathematics educators are collaborating in the fine-grained examination and discussion of lecturer actions in video recordings of lectures (Kazemi, Franke, Lampert, 2009; Prushiek, McCarty, & Mcintyre, 2001). The theoretical approach draws on Schoenfeld's theory of teaching-in-context (Schoenfeld, 2002). The data for each lecture consists of videotape, an observer record, and a written lecturer-KOG (a statement by the lecturer of the knowledge used, orientation held, and goals, both specific goals intended for the lecture and more 4a7T