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“I’m not doing it again, I don’t want to”: revealing storylines in Cara’s Lesson Play

Dooley, Thérèse orcid logoORCID: 0000-0002-5671-4075 and Grimes, Paul orcid logoORCID: 0000-0001-6705-9566 (2023) “I’m not doing it again, I don’t want to”: revealing storylines in Cara’s Lesson Play. For the Learning of Mathematics, 43 (2). pp. 47-51. ISSN 0228-0671

Abstract
In this article, we analyse a script of an imagined classroom interaction from the perspectives of politeness and positioning. The script was written by a prospective teacher, Cara, as part of her Lesson Play. The Lesson Play was prompted by her reflection on how the needs of students who are disaffected with mathematics might be met, an issue that arose for her during teaching practicum. She developed a lesson plan to address this issue and scripted an interaction that she envisaged might arise during its course. Our analysis revealed Cara’s sophisticated awareness of the ways disaffected students use language to manage their face needs and also of the multiple positions and storylines that can be at play even in a short interaction. It also revealed her own storyline as a beginning teacher of mathematics. The analysis prompted us to consider the extent to which we invoke prospective teachers' insights and storylines in our courses, and how we might use these to support deeper examination of practice. We suggest that Lesson Play, particularly when based on teaching practicum, has the potential to reveal understandings and beliefs about mathematics teaching and learning that may not be captured elsewhere.
Metadata
Item Type:Article (Published)
Refereed:Yes
Subjects:Social Sciences > Education
Social Sciences > Teaching
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Research Institutes and Centres > Research Centre in Science, Technology, Engineering, and Mathematics (STEM) Education (CASTel)
Publisher:For the Learning of Mathematics Publishing Association
Official URL:https://flm-journal.org/
Copyright Information:© 2023 For the Learning of Mathematics Publishing Association
ID Code:28756
Deposited On:18 Jul 2023 12:56 by Paul Grimes . Last Modified 18 Jul 2023 12:56
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