The Practice of Out-of-Field Teaching in Mathematics Classrooms - A German Case Study

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The Practice of Out-of-Field Teaching in Mathematics Classrooms - A German Case Study

Recent studies claim that mathematics teachers without a formal qualification in mathematics have negative impacts on student achieving. The question is asked: Why does teacher certification matter? Teaching and learning processes in so-called out-of-field taught classrooms have not been examined yet. In this study we report on a lesson taught by the out-of-field teaching mathematics teacher O. By analyzing his/her teaching practices with the help of the TRU Math Scheme and the concept of subject-related teacher identity, we demonstrate how O.’s mathematical identity – and not simply mathematical knowledge deficits – leads to teaching practices that prevent a mathematically powerful classroom.



Mathematical Views (MAVI) 20, (Falun)
Schweden

out-of-field teaching, TRU Math Scheme, teaching quality
30.09.2014