The Practice of Out-of-Field Teaching in Mathematics Classrooms

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The Practice of Out-of-Field Teaching in Mathematics Classrooms

How do out-of-field teaching mathematics teachers actually teach mathematics, although they have never been educated to do so? While we can assume that shortcomings concerning these teachers’ mathematical content knowledge and related pedagogical knowledge exist (Dee & Cohodes, 2008; Goldhaber & Brewer, 2000; Hawk, Coble, & Swanson, 1985), teaching practice is additionally influenced by affective-motivational characteristics of the teachers’ professional competence (Schoenfeld, 1998, 2011; Törner, Rolka, Rösken, & Sriraman, 2010).

For example, Bosse and Törner (2013) point out that out-of-field teaching mathematics teachers’ mathematical worldviews account to specific subject related identities, comprising – partly undesirable – affective and motivational consequences.
According to Wenger (2008), teaching practice and teacher identity are closely linked with each other. In order to understand the teachers’ practice, it is not enough to analyze shortcomings in mathematical competencies. First interviews and classroom observations show that the practice of out-of-field teaching is based upon (missing) knowledge and its compensation/prioritization on account of identity related aspects. 

 



Teaching Across Specialisations (TAS) Collective Symposium, (Porto)
Deutschland, Portugal

out-of-field teaching, fachfremd
31.08.2014