Tzur et al.'s three teachers' perspectives: traditional, perception-based and conception-based¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article adopts Tzur et al.'s (2001) characterization of teachers' practice as three perspectives: "tradit ional, perception-based and conception -based". A traditional perspective couples a passive stance toward learning with mathematics existing outside the learner, transmitted by the teacher. A perception-based perspective has the teacher orchestrate conditions for students to see ideas through their own experience. A conception-based perspective engages learners in realistic tasks with reflection reorganizing prior schemes. The article uses this taxonomy to interpret norms in pre-service teachers' discourse.

Design Implications¶

Context¶

Requirements¶

• Perspectives are characterizations of teachers' practice as observed, not how teachers themselves would describe their practices.

Constraints¶

• The article applies the taxonomy to a small, specific group of Spanish pre-service teachers and does not attempt generalization.

Target Learners¶

• pre-service secondary mathematics teachers

Target Learning Objectives¶

• recognizing pedagogical structures underlying teachers' practice

Claims¶

• Sdmns Relate To Traditional And Perception Based Perspectives [+M]

Related Theories¶

• Socio-didactic-mathematical norms (SDMNs) as metadiscursive rules in pre-service teacher discourse

Examples¶

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Key Sources¶

• Toscano, R., Sánchez, V., & García, M. (2019). Combining Theoretical Approaches: Socio-Didactic-Mathematical Norms and Perspectives in Pre-service Secondary Mathematics Teachers' Discourse. International Electronic Journal of Mathematics Education, 14(3), 455-466. https://doi.org/10.29333/iejme/5748