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Secondary Mathematics Teachers' Perspectives on Didactic Transposition Described in Reflective Journal Writing  

Lee, Kyeong-Hwa (Seoul National University)
Lee, Eun-Jung (Seoul National University)
Park, Mimi (Seoul National University)
Song, Chang-Geun (Graduate School, Seoul National University)
Publication Information
Journal of Educational Research in Mathematics / v.27, no.3, 2017 , pp. 469-489 More about this Journal
Abstract
Teachers are the primary agent of didactic transposition. In the process of transposing mathematical knowledge presented in mathematics curriculum and textbooks to mathematical knowledge for teaching in a classroom, teachers are significantly influenced by not only teachers' personal factors but also circumstances and constraints existing inside and outside of classrooms. Therefore, to understand teachers' didactic transposition, we need to analyze influence of institutional and socio-cultural factors on teachers' didactic transposition process. Identifying factors and constraints influencing teachers' didactic transposition provides important opportunities to have a deeper understanding of teachers' didactic transposition and develop their classroom practices. This study analyzed secondary mathematics teachers' perspectives on didactic transposition by exploring factors influencing their didactic transposition process using their reflective journal about their classroom practices. As a result, we identified the five factors influencing participating teachers' didactic transposition. We also found that different teachers had different extent of influence of five factors on their didactic transposition. Based on the results, we discussed ways to help mathematics teachers' didactic transposition.
Keywords
didactic transposition; secondary mathematics teachers' perspectives; reflective writing;
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