99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Relationship Between Design and Regulation in Action at the Time of Emergency
Lorenza Maria Capolla, Francesca Gratani
University of Macerata, Italy
Presenting Author: Capolla, Lorenza Maria;
Gratani, Francesca
The emergencies of the last period, the COVID-19 pandemic, the environmental crises, the war in Ukraine, and the resulting socio-economic crisis, have accentuated, in education, the differences already existing among students (Save the Children, 2021; Giorgino, 2020) and produced new ones. These differences are also related to distance education (Ballarino et al, 2020; Torre et al, 2022) due to issues of economic, social, and cultural inequality.
To cope with the situation that has resulted and for a more democratic and equitable school, there are two levers on which to act: on one hand, flexible planning that helps with dealing with the unexpected, and on the other hand, fostering greater student autonomy. It has been studied in the literature how teachers, in order to cope with the unexpected, are forced to make fast decisions (Perrenoud, 1999), and this often favors the reproduction of embodied methods of operation (Magnoler, 2017) that reproduce worn-out patterns that do not fit the current situation and the changes taking place. Linear and instructivist methodologies often prevail, which are only effective in appearance but in essence do not meet the criteria of equity that are essential today. If regulation in action can no longer be based only on the practices incorporated by teachers, it becomes essential to rethink design models and to understand whether it is viable a "design for the unexpected" that can prepare many possibilities and support the teacher in making decisions in action amid unexpected situations. Regulation in action in the past was seen as teacher improvisation. Our hypothesis, on the other hand, sees regulation as a design in action that opts among the various possible paths identified in the design. In other words, we hypothesize that in order to cope with the unexpected and to implement equitable educational practices, it is necessary to both activate implicit intelligence and explicit intelligence (Damasio, 2021) while having to operate at speed.
The research we are describing attempts to answer the previous problems. It started from the analysis of 200 teaching sessions of Primary Education students that made us verify how the unexpected impacts on (1) the spatiotemporal conditions of teaching action and (2) the way pupils respond to the devices proposed by teachers.
Spatiotemporal conditions also result from students' different modes of working and learning. The need to activate multiple channels and engage students on authentic tasks results in different work times for each. The use of technologies to activate different processes introduces new possible sources of uncertainty. Different student responses also result from the increased differences present. Today, each student arrives in the classroom with a personal and multivariate store of knowledge, and this depends not only on the individual cultural background but also on the experiences and vicissitudes he or she has gone through.
"Designing for the unexpected" uses certain strategies: modularity, which is designing self-consistent lessons; redundancy, which is proposing activities that pursue the same objectives with different devices; deviation, that is activities that pursue different objectives but are more adherent to contingent needs; anticipation, that is predicting what will happen in the classroom (Rossi et al., 2021); and hierarchy, that is being clear about which activities are unavoidable and which can be added or changed. Some of the above strategies are derived from Berthoz's (2011) studies on simplexity and how complex systems respond to crises.
Methodology, Methods, Research Instruments or Sources UsedThe research was conducted during the teaching of Design and Assessment Theories and Methods collocated in the third year of the Primary Education Master’s degree program. It consists of lectures, workshops, and placement in schools. Design Based Research (DBR) methodology was adopted (Anderson et al., 2012; Fishman et al., 2013). The artifacts produced by the students were then analyzed using the a posteriori text coding system (Trinchero, 2004; Braun et al., 2006) with a semantic approach, and two researchers coded the artifacts and then compared the analysis.
The research was organized in 3 steps. Within the course, students were asked to design a lesson and then carry it out during the internship. In the first step (academic year 2021-22), the design artifacts and post-action reflections of future teachers were analyzed. Several issues emerged from the analysis: difficulty in managing time following unexpected events and ending the session unfinished, poor attention to emerging differences, and a state of anxiety.
Based on this analysis, the design method was organized using the previously presented strategies, and a training module on "designing for the unexpected" was introduced into the curriculum (academic year 2022-23).
Finally, design artifacts and student reflections from the academic year 2022-23 were analyzed.
The required artifacts are:
- the pre-action artifact that contains a detailed sequence of activities (narrative section), and objectives, constraints, and purpose of the educational intervention (descriptive section) (Laurillard, 2014). The narrative artifact also contains the simulation of what they think might happen in the classroom and possible dialogues;
- a post-action artifact in which the lesson that took place is narrated, reporting the dialogues that actually took place (after obtaining the necessary authorizations for privacy protection) and the post-action reflections.
As indicated in the hypotheses, students had to include in the design artifact:
- redundancy. That is, a. activities to be activated in place of the basic ones, b. activities to be included if the basic ones were not practicable or did not achieve their purpose or different work times emerged among different students.
- hierarchy. The planned activities should be classified as either strictly necessary or as additional. In this way students know in action what to perform should unexpected events alter the time available. Additional activities to be implemented with groups of students can also be included.
- the simulation of activities, i.e., predicting students' dialogues and behaviors to anticipate possible problems and estimate the time needed for activities.
Conclusions, Expected Outcomes or FindingsThe analysis of the 230 designs showed that in most cases having provided for possibles in the design helped future teachers deal with different kinds of unexpected events. Primarily, having talked about the unexpected prepared them for uncertainty and allowed them to better control anxiety. The presence of redundant activities allowed them to articulate in multi-modal ways the session promoting inclusion and enabling to accommodate diverse students' needs. In particular, in 23% of the designs, it emerges how redundant activities favored overcoming problems encountered by students with the first device proposed. In 46% of cases, the presence of redundant activities allowed to offer the same content through different paths, promoting greater participation for all. Finally, in 31% of cases, the hierarchy of activities made it possible to overcome the space-time problems generated by unexpected events.
During final exams future teachers were asked to share their impressions of the usefulness they had detected from the inclusion of the strategies for the unexpected and almost all of them confirmed the positive effects that this change on the design model had on classroom management, time and anxiety. Although we are aware of the bias due to the implicit teaching contract for which students may have shared only positive impressions, we believe that the results were indeed interesting. In fact, comparing the reflections on these issues with those made by students in the previous academic year we noticed a more clearheaded attitude in making choices even in a state of anxiety, greater self-confidence, and, above all, better management of time and unexpected events. One element that supports our hypothesis is that students introduced changes other than those planned or used differently redundant activities, or inserted new ones accepting solicitations from pupils, highlighting how attention to the unexpected initiates a divergent and generative posture.
ReferencesAnderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research?. Educational researcher, 41(1), 16-25.
Ballarino, G., & Cantalini, S. (2020). Covid-19, scuola a distanza e disuguaglianze. La rivista delle politiche sociali, 2020(1), 205-216.
Berthoz, A. (2011). La semplessità. Torino: Codice.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Damasio A. (2021). Feeling and Knowing: Making Minds Conscious. New York: Pantheon Book.
Fishman, B.J., Penuel, W.R., Allen, A., & Cheng, B.H. (Eds.). (2013). Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook, 112(2). New York: Teachers College Record.
Giorgino F., Il coronavirus e l’erosione del ceto medio, 30 maggio 2020. Retrieved from: https://open.luiss.it/2020/05/30/il-coronavirus-e-lerosione-del-ceto-medio/
Laurillard D. (2014). Insegnamento come progettazione, Milano: Franco Angeli.
Magnoler, P. (2017). Formare all’imprevisto: una sfida per la professionalizzazione degli insegnanti. In Ulivieri, S. (ed.) Le emergenze educative della società contemporanea. Progetti e proposte per il cambiamento, pp. 357-361. Lecce: Pensa Multimedia.
OECD, Education at a Glance 2021: OECD Indicators, OECD Publishing, Parigi, 2021. Retrieved from journal URL: https://dx.doi.org/10.1787/69096873-en.
Perrenoud, P. (1999). Gestion de l’imprévu, analyse de l’action et construction de compétences. Éducation permanente, 140(3), 123-144.
Rossi, P. G., & Pentucci, M. (2021). Progettazione come azione simulata: didattica dei processi e degli eco-sistemi. FrancoAngeli.
Save the children, Accessed 29 gennaio, 2023. Retrieved from: https://www.savethechildren.it/blog-notizie/un-anno-pandemia-le-conseguenze-sull-istruzione-italia-e-mondo
Torre, E. M., & Ricchiardi, P. (2022). Accoglienza dei minori e delle famiglie ucraine nelle scuole e nei servizi educativi. Lifelong Lifewide Learning, 18(41), 133-153.
Trinchero, R. (2004). I metodi della ricerca educativa (pp. 1-198). Laterza.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Becoming-Activist: A Teacher’s Journey of Engaging with the Activist Approach in School-based Physical Education
Cara Lamb1, Dillon Landi1, Kimberly L. Oliver2, David Kirk1
1The University of Strathclyde, United Kingdom; 2New Mexico State University, United States of America
Presenting Author: Lamb, Cara
Introduction
There has been a plethora of research within physical education that outlines the multiple barriers that young women and girls face to participation (see Flintoff & Scraton, 2006). Importantly, young women and girls are often constructed as the ‘problem’ within physical education settings by being labelled as ‘disengaged’ (Vertinsky, 1992). Yet, this dominant narrative has not held up to scrutiny because of the structural factors including content (Stride & Flintoff, 2018), uniforms and clothing (Fitzpatrick & Enright, 2016), gendered stereotypes (Oliver, 2001), curriculum (Oliver & Kirk, 2015), amongst many others, that work to limit girls’ engagement. Rather than just critiquing physical education, more recently researchers have shifted their focus in order to explore how we can transform physical education to be more equitable toward young women and girls. This paper continues in this line of scholarship.
There have been multiple initiatives in order to transform physical education into a more equitable place for young women and girls. Much of this work has examined how to (re-)engage young women and girls in physical education by actively changing the environment. Within this, Oliver and Kirk (2015) have developed a pedagogical model, the activist approach, to working with girls in physical education. This work has been used across multiple settings (e.g. USA, Brazil, Australia, Scotland). Further, much of this work has examined pre-service teachers experiences of engaging with the Activist approach (Luguetti & Oliver, 2019; 2021; Oliver et al., 2018). To build on this scholarship, it is important to consider the experiences of current in-service teachers that are using this novel approach in school-based physical education settings.
Physical education teachers are part of schools, communities and professional cultures that are steeped in conventional ways of thinking. Within these spaces, there are dominant practices that often limit the pedagogical creativity of teachers as they rely on traditional approaches to physical education (see Kirk, 2010). Physical education teachers, therefore, that undertake transformative approaches are often ‘at the margins’ of the field and struggle to enact new forms of teaching (Fitzpatrick, 2013). In order to empower teachers to experiment with different forms of pedagogies in physical education, it is important to understand the challenges they may face in schools. Of further importance is to understand how these teachers experience these challenges as well as how it affects their ability to enact new pedagogies in physical education.
Purpose and Research Questions
The purpose of this paper was to examine the experiences of an in-service teacher who is engaging with the activist approach in physical education. The purpose was explored using the following research questions:
- What are some of the challenges that a teacher may face when they are enacting an activist approach in physical education?
- How do these challenges affect the teacher’s experiences of enacting an activist approach in school-based physical education?
Paradigm
The paper is grounded in a critical and transformative paradigm of qualitative research in physical education (Landi, 2023). Within this paradigm, the goal is to not merely critique social inequitable structures but also to transform them. As such, this paper draws on the Girls Activist Approach of Physical Education in order to transform physical education practices within Scotland to be more equitable for young women and girls. This study’s aim, of understanding a teacher’s journey to become-Activist, was underpinned by an approach to learning that was student-centred, embodied, inquiry-based, and emphasised listening to students (Oliver & Kirk, 2015).
Methodology, Methods, Research Instruments or Sources UsedDesign
The study was a 10 month-long intervention comprised of two phases. The first phase was a ‘Building the Foundation’ portion where five teachers did an induction with their students in order to start a student-centred inquiry (Oliver & Oesterreich, 2013). The second phase consisted of the teachers using student feedback from the ‘Building the Foundation’ section to develop lessons based on student interest. This particular study focuses on the experiences of one teacher, and her students, in the second phase that developed and enacted an activist approach with her all-girls physical education class.
Setting and Participants:
This particular research paper is centred around the experiences of Kate, a secondary school physical education teacher in Scotland. Kate works at a co-educational Catholic high school that is comprised of pupils that are geographically based in low socio-economic status areas. Kate’s class is made up of 25 girls between the ages of 15 and 16 years old. Kate was a principal teacher of physical education with over 10 years of teaching experience.
Data Generation and Analysis:
Data were generated over a 9-month period from August 2016-April 2017. The main researcher produced data drawing on multiple methods. This included semi-structured individual interviews (Marshall & Rossman, 2012) with the teacher, group interviews (Rubin & Rubin, 2005), lesson observations and field notes (Emerson et al., 2011), unstructured debriefing with the teachers, classroom artefacts (Marshall & Rossman, 2012), as well as reflective discussions with the third and fourth authors.
To analyse the data, the first author worked with the second author to undertake different ‘modes of thinking’ (Freeman 2017). First, data were coded using versus coding (Saldana, 2013) where we looked for dichotomis in the data that were at conflict (e.g., teacher expectations v. student expectations). After versus coding took place, these codes were then considered in relation to concept coding (Saldana, 2013). This is where the original versus codes and data were then compared to ‘big ideas’ and broader meaning. In this case, several ‘big ideas’ were developed like ‘structural restrictions in relation to student needs’. After, these two rounds of coding took place, the first author created a narrative analysis (Freeman, 2017) to re-construct stories from the research that highlighted the above conflicts and concepts. They were then re-presented and unpacked for meaning around becoming-Activist.
Conclusions, Expected Outcomes or FindingsKate began her unit with a foundational audit that explored the girls’ experiences in PE. Jenny, said ‘I really don’t like it when teachers keep telling you to work harder but you’re doing your best’. Maeve added ‘Yeah, when you’re running with someone who is faster and you can’t keep up and the teacher tells you to keep going but you can’t go faster’. Kate recognised this and acknowledged Jenny and Maeve by saying, ‘maybe it’s about the teacher being more aware of your individual strengths and weaknesses’.
A few weeks later, Kate co-created a lesson based on a spin class. She assumed the girls would like it based on discussions. In the beginning she emphasised ‘going at your own pace’ and ‘judging their own ability’. Once instruction started, Kate forgot about what she stated. Her bike, at the front of the class, faced her students as she barked orders:
‘keep pushing hard on the pedals’
‘Girls you should be going at the same pace as me’
‘Last wee bit keep pushing’
Despite good intentions, Kate resorted to ‘traditional forms’ of physical education that were teacher-centred and performance-based. Halfway through the semester, Kate and I reflected on this activity and she noticed the girls did not need her to push them. Rather, they were enjoying the activist approach without her orders. Then she taught another spin lesson, this time trusting her students. She taught ‘from the floor’ and gave students options of different activities and to go at their pace. She was ‘at the same level’ as students, moving between groups doing different tasks that were led by students. The girls were working hard, engaged, and encouraging one another. It took reflection, but using an activist approach was not an ‘end point’. It is filled with errors, reflection and experimentation.
ReferencesEmerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University of Chicago press.
Fitzpatrick, K. (2013). Critical pedagogy, physical education and urban schooling. Peter Lang.
Fitzpatrick, K., & Enright, E. (2016). Gender sexuality and physical education. In Routledge handbook of physical education pedagogies (pp. 337-349). Routledge.
Flintoff, A., and Sheila S. 2006. “Girls and Physical Education.” In The handbook of physical education, edited by David Kirk, Doune Macdonald, and Mary O’Sullivan, 767-783. London: Sage.
Freeman, M. (2016). Modes of thinking for qualitative data analysis. Routledge.
Kirk, D. (2009). Physical education futures. Routledge.
Landi, D. (2023). Thinking qualitatively: Paradigms and design in qualitative research. In KAR Richards, M.A. Hemphill and P.M. Wright (Eds.) Qualitative Research and Evaluation in Physical Education. SHAPE America.
Luguetti, C., & Oliver, K. L. (2021). A transformative learning journey of a teacher educator in enacting an activist approach in Physical Education Teacher Education. The Curriculum Journal, 32(1), 118-135.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Thousand Oaks, CA: SAGE Publications
Oliver, K. L. (2001). Images of the Body from Popular Culture: Engaging Adolescent Girls in Critical Inquiry. Sport, Education and Society, 6(2), 143–164. https://doi.org/10.1080/13573320120084245
Oliver, K. L., & Oesterreich, H. A. (2013). Student-centred inquiry as curriculum as a model for field-based teacher education. Journal of Curriculum Studies, 45(3), 394–417. doi: 10.1080/00220272.2012.719550
Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. Routledge.
Oliver, K. L., Luguetti, C., Aranda, R., Nuñez Enriquez, O., & Rodriguez, A. A. (2018). ‘Where do I go from here?’: learning to become activist teachers through a community of practice. Physical Education and Sport Pedagogy, 23(2), 150-165.
Rubin, H. J., & Rubin, I. (2005). Qualitative interviewing: The art of hearing data. London: SAGE Publications.
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). London: SAGE Publications
Stride, A., & Flintoff, A. (2018). Girls, physical education and feminist praxis. The Palgrave handbook of feminism and sport, leisure and physical education, 855-869.
Vertinsky, P. A. 1992. “Reclaiming Space, Revisioning the Body: The Quest for Gender sensitive Physical Education.” Quest 44 (3): 373-396.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Learning To Be a Teacher of Mathematics, What Makes the Difference? Reflections From First Year Primary Education Student Teachers.
Lucy Westley
University of Northampton, United Kingdom
Presenting Author: Westley, Lucy
This research focuses on the relationship that student teachers have with mathematics and how this relationship develops and evolves to create their identity as a mathematics educator during their first year of initial teacher training (ITT) at a University in England. The impetus for the research has stemmed from witnessing first hand, as a mathematics lecturer in Initial Teacher training, the relationship that undergraduates have with mathematics as subject that they must study but also one that they must teach. Research has found that teachers with higher levels of self- efficacy are less likely to suffer from burn out and leave the profession early. Less well understood is the development of attitudes towards mathematics in correlation with teaching experiences (Patkin and Greenstein, 2020). Many students entering university may have had 10 or 12 years of learning formalised school-based mathematics, but their subject knowledge is weak. Reasons for this may be that they have disconnected pockets of knowledge and what they perceive to be mathematics bares little correlation with how mathematicians perceive it.
For ITT students who have had a successful past relationship with mathematics and have achieved well in formal school testing such as GCSE and ‘A’ level, it might be assumed that they will have a strong perception of competence and confidence in the subject. However, an erroneous view of the way in which mathematics is presented and viewed as a subject persists amongst these students. This has also been confirmed through Rowland et al., (2009) who have suggested that formal qualifications are not a reliable indicator of sufficient subject knowledge to teach primary mathematics.
There is the suggestion of a cycle from learner through to teacher whereby perceptions of mathematics are formed by a child through cultural, family and social interactions including through their experiences in school. The weak subject knowledge and poor mathematical pedagogical knowledge held by some teachers can reinforce the negative experiences of the learner. As the learner moves through school further disengagement occurs and shallow learning takes place. I argue that the following elements have an impact on their perceptions of mathematics and self-efficacy: The teaching approach of the school, the relationship with the mentor and how the mentor is teaching them, the relationship that the mentor has with mathematics themselves, the experiences the student teacher gains in teaching across the different strands, the academy approach to mathematics and the use of schemes in general.
Drawing on a theoretical framework of Bandura’s (1977) theory of the development of self-efficacy I argue that for many student teachers the understanding of the equal value given to the how and the why of teaching may be problematic for them, as it is a different experience to the one in which they experienced as a learner of mathematics themselves. Traditional teaching practices experienced over formative school years lead to beliefs and attitudes being formed about mathematics and how it should be both taught and experienced (Gainsburg, 2012).
Further to this, the influence of the diversity of teaching approaches of any school-based placement and how decisions regarding the value of mathematical knowledge and the curriculum have an impact on the developing self-efficacy of the student teacher are established. Mentoring also plays a significant role in the student teachers’ developing self-efficacy as does the relationship between the student and the mentor. How this supports or develops positive perceptions of the subject and therefore higher levels of self-efficacy is established.
Methodology, Methods, Research Instruments or Sources UsedThe research will draw on an explanatory case study approach. The case study approach was selected as it allows for the in-depth study of a problem which then leads to ‘fuzzy generalisations’ (Bell and Waters, 2018, p.30). The ‘case ‘is the formed through the 2021- 2024 cohort of 74 students who have entered the BA Primary Education with QTS which provides ITT university-based training at a university in England. The generalisations may be criticised here as too generalised as they relate to a specific issue within one university however as the teaching approach to mathematics is similar to other universities the generalisations may be identified as relatable. Bassey considered that the use of the case study may be classified as relatable if they are aimed at the improvement of education and if the research is carried out systematically and critically (Bassey cited in Bell and Waters, 2018 p. 30).
The data set was collected through the use of a focus group after the completion of the students first year at university. During this time the students have completed two placements, a module on mathematics teaching and submitted their first assignment concerning mathematics subject knowledge and pedagogy.
Using a qualitative approach, and drawing on the research from an ongoing project, an online focus group consisting of five students was conducted and then analysed using reflexive thematic analysis. The research collection forms part of a larger study which aims to follow the students through out the course of their degree.
The research questions for this study are as follows:
1) What perceptions of their own competence do student teachers hold about mathematics on entry to the BA primary Education degree.?
20 How might students be effectively supported to develop their personal self-efficacy as a mathematics educator?
Conclusions, Expected Outcomes or FindingsThe aim of this research is to establish the diversity of experiences that student teachers start initial teacher training with and the impact on developing self-efficacy. It will establish how the combination of placement and university experiences allows the development of subject and pedagogic knowledge of mathematics and if the same approach for all should be used. The process of becoming a teacher is complex (Flores and Day, 2006); it is multidimensional, personal, context driven and presents conflict. It is the combination of previously experienced worlds with the new world being entered and the relationships and norms that must be adhered to (Holland et al., 1998). In a study by Akkoc and Yesildere-Imre (2017) students whose perceptions of mathematics teachers remained stable, were those where the pedagogical ideas espoused by university were matched by those on placement. Where identities were unstable differences were seen between the pedagogies advocated by the institution and those seen in practice.
Guskey (2010) stated that for a teacher to change practices, attitudes and beliefs they must first experience a successful impact on the pupils. The student teacher may come into ITT with little experience of the classroom. The contention between university, research-based practice and school contextualised practice may be different. The student needs to navigate differences alongside learning their craft thus experiencing conflict in the development of self-efficacy towards mathematics teaching. Student teachers of the primary phase have a limited time to experience the teaching of mathematics. Guskey (2010) states that the quality of the initial training is crucial to change the attitudes and beliefs of teachers. I argue that this notion needs to be reflected in ITT mathematics programmes through reflection and critical questioning of the content of the mathematics teaching programme at university alongside what student teachers experience and teach whilst on placement.
ReferencesAkkoç. H, and Yesildere-Imre. S.(2017) Becoming a Mathematics Teacher: The Role of Professional Identity. International Journal of Progressive Education 13 (2) pp. 48-59
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215
Bell, J. & Waters, S. (2018) Doing your research project : a guide for first-time researchers. Seventh edition. London, England ;: McGraw-Hill Education.
Flores, M. A, and Day, C. (2006) Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-perspective Study. Teaching and Teacher Education 22(2) pp. 219-32.
Gainsburg, J. (2012) Why new mathematics teachers do or don’t use practices emphasized in their credential program. Journal of mathematics teacher education. [Online] 15 (5), 359–379.
Guskey, Thomas R. (2010) Lessons of Mastery Learning. Educational Leadership 68(2): pp.52-57
Holland, D. (1998). How cultural systems become desire: A case study of American romance. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 61–89).
Patkin, D, Greenstein, Y. (2020) Mathematics Anxiety and Mathematics Teaching Anxiety of In-service and Pre-service Primary School Teachers. Teacher Development 24(4) pp. 502-19.
Rowland.T. ( 2009) The Knowledge Quartet: The Genesis and Application of a framework for Analysing Mathematics Teaching and Deepening Teachers’ Mathematics Knowledge. Sisyphus. 1 (3) pp. 15-43
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