24th January 2024
Annalisa Cusi, Sapienza University of Rome, Italy
Title of the talk:
The teacher as a Model of Aware and Effective Attitudes and Behaviours: from a theoretical construct to characterise the role of teachers in classroom discussions to a tool for teacher education
Abstract:
In my talk, I will present a theoretical construct – M-AEAB, acronym for Model of Aware and Effective Attitudes and Behaviours (Cusi & Malara, 2009, 2013, 2016) – developed in the context of a research study aimed at investigating the use of algebra as a thinking tool (Arzarello, Bazzini & Chiappini, 2001). With reference to paradigmatic examples from teaching experiments carried out in previous studies, I will present the use of the M-AEAB construct as a tool to characterise the crucial role played by the teacher during classroom discussions in leading students to develop fundamental skills related to the aware and effective use of algebraic language as a tool for reasoning and proving.
I will then discuss the results of a study focused on the use of the M-AEAB construct as a tool for pre-service mathematics teacher education, within an approach that includes, among other different activities, the sharing and study of theoretical tools for creating fictional classroom discussions and the sharing and the comparison between the different fictional classroom discussions created by pre-service mathematics teachers (Cusi & Morselli, 2018, 2022; Cusi & Martignone, 2022).
Arzarello, F., Bazzini, L., e Chiappini, G. (2001). A model for analyzing algebraic thinking. In R. Sutherland et Al. (Eds.), Perspectives on School Algebra (pp. 61-81). Kluwer Publishers.
Cusi, A., & Malara, N.A. (2009). The Role of the Teacher in developing Proof Activities by means of Algebraic Language. In M. Tzekaki et al. (Eds.), Proceedings of PME 33, vol. 2 (pp. 361-368). Thessaloniki (Greece).
Cusi, A., & Malara, N.A. (2013). A theoretical construct to analyze the teacher’s role during introductory activities to algebraic modelling. In B. Ubuz et al. (Eds.), Proceedings of Cerme 8 (pp. 3015-3024). Antalya (Turkey).
Cusi, A., & Malara, N.A. (2016). The Intertwining of Theory and Practice: Influences on Ways of Teaching and Teachers’ Education. In L. English, & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education 3rd Edition (504-522). Taylor & Francis.
Cusi, A., & Martignone, F. (2022). Integration of two theoretical lenses to analyse the potentialities of a practice-based task in fostering pre-service mathematics teacher specialized knowledge. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings CERME12. Free University of Bozen-Bolzano and ERME.
Cusi, A., e Morselli, F. (2018). Linking theory and practice: prospective teachers creating fictional classroom discussions. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of PME 42, pp.323-330 (Vol. 2). Umeå, Sweden: PME.
Cusi, A., & Morselli, F. (2022). Between past and future: stories of pre-service mathematics teachers’ professional development. In C. Fernàndez, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of PME 45, Vol. 2 (pp. 195-202). PME.