The devil's finest trick. Routines that make teachers matter against their better judgement.

Autor/in	Sfard, Anna
Titel	The devil's finest trick. Routines that make teachers matter against their better judgement.
Quelle	In: Journal of curriculum studies, 55 (2023) 1, S. 21-36Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2172359
Schlagwörter	Kommunikation; Unterricht; Diskurs; Routine
Abstract	Once teaching-learning events are conceptualized as inter-discursive encounters, it becomes clear that mathematics classroom talk is rife with invisible pitfalls. There are many types of unacknowledged discursive gaps, some of them necessary for learning and some potentially harmful. Such gaps may exist also between the teacher's intentions and her habitual moves, most of which are too brief and automatic to be controlled. Unbeknown to the teacher, her basic communicational routines may deprive her students of proper learning opportunities. Some seemingly innocent teaching routines may also constitute invisible crevices through which prejudice and injustice enter the conversation on mathematical objects. In this talk, I argue that if the devil is in the finest detail of classroom communication, it is the detail that must be considered in the attempts to exorcise the devil. I begin with illustrations of these claims and conclude with a reflection on what teachers can do to sensitize themselves to discursive pitfalls and to eradicate or change those routines that carry the greatest risks.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2023/1