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10 juillet 2023
- handle: 10670/1.9eaoom
- isbn: 978-963-7031-04-5
- hal: hal-04398559
info:eu-repo/semantics/OpenAccess
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Nick Mcivor et al., « Analysing improvisation in the mathematics classroom », HAL-SHS : sciences de l'éducation, ID : 10670/1.9eaoom
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This paper starts from two assumptions: that expert teachers of mathematics (and other subjects) regularly improvise, and that theatrical improvisation is a teachable skill. If it can be shown that the improvisational moves of an expert mathematics teacher draw on some of the same skills as those of a stage performer, existing theatre training approaches may be of use in supporting the professional development of maths teachers, begging the question: to what extent are teachers and performers improvising in the same way? Using thematic analysis, this paper compares two parallel accounts of a single lesson episode involving an expert mathematics teacher: as an improvised performance observed by the author and as an interactive lesson recalled by the teacher. It further suggests that these narratives can be seen as a development of Schoenfeld’s model of ‘teachers’ in-the-moment decision making’ while exemplifying aspects of his earlier model for ‘teaching-in-context’.