The influence of attention on mathematical knowledge of teachers and lecturers: a comparison

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aut.researcherKlymchuk, Sergiy
dc.contributor.authorKlymchuk, S
dc.contributor.authorThomas, MOJ
dc.date.accessioned2011-10-26T07:02:42Z
dc.date.accessioned2012-04-08T09:10:29Z
dc.date.available2011-10-26T07:02:42Z
dc.date.available2012-04-08T09:10:29Z
dc.date.copyright2011
dc.date.issued2011
dc.description.abstractThis paper reports on some findings from the project ‘Analysing the Transition from Secondary to Tertiary Education in Mathematics’. One of key variables in the school to university transition is the teacher/lecturer, and here we deal with data analysing secondary teachers’ and tertiary lecturers’ responses to four mathematics questions. Elsewhere we consider knowledge, preparedness and teaching style etc, but this paper tracks the ability to use mathematical procedures. We hypothesise that this is a function of what we pay attention to, as described in Mason’s discipline of noticing. The results reveal that many teachers and lecturers fail to notice the necessary conditions for problems that imply that procedures are not always applicable. Possible reasons for this along with implications for student learning are discussed.
dc.identifier.citationInternational Journal of Mathematical Education in Science and Technology, vol.42(7), pp.1011 - 1020
dc.identifier.doi10.1080/0020739X.2011.607246
dc.identifier.issn0020-739X
dc.identifier.urihttps://hdl.handle.net/10292/3643
dc.publisherTaylor & Francis
dc.relation.replaceshttp://hdl.handle.net/10292/2422
dc.relation.replaces10292/2422
dc.relation.urihttp://dx.doi.org/10.1080/0020739X.2011.607246
dc.rightsCopyright © 2011 Taylor & Francis. This is a preprint of an article whose final and definitive form has been published in the International Journal of Mathematical Education in Science and Technology and is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.rights.accessrightsOpenAccess
dc.subjectAttention
dc.subjectMathematical knowledge
dc.subjectTeachers
dc.subjectLecturers
dc.titleThe influence of attention on mathematical knowledge of teachers and lecturers: a comparison
dc.typeJournal Article
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