Journal article
Investigating teachers’ appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse
JM Cavanna, B Herbel-Eisenmann, WT Seah
Research in Mathematics Education | Published : 2015
Abstract
This article provides an exploratory case study that examines what one teacher indicated as unexpected as she worked to become more purposeful about her classroom discourse practices. We found that she highlighted three areas as being unexpected: (1) aspects of lesson enactment; (2) characteristics of student learning and (3) her own intentionality or purposefulness. We interpret these instances through the lens of the systemic functional linguistics (SFL) appraisal framework in order to understand how she evaluates the instances she highlights and connect these instances to the literature on values in the teaching and learning of mathematics.
Grants
Funding Acknowledgements
The research reported in this article was supported with funding from the National Science Foundation ([NSF], Award #0918117, Herbel-Eisenmann, PI; Cirillo and Steele, co-PIs). We thank Mary Schleppegrell, Timothy Rowland, and anonymous reviewers for feedback on earlier versions. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of NSF.