### Abstract

This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.

Original language | English (US) |
---|---|

Pages (from-to) | 58-75 |

Number of pages | 18 |

Journal | Journal of Mathematical Behavior |

Volume | 34 |

DOIs | |

State | Published - Jun 1 2014 |

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### All Science Journal Classification (ASJC) codes

- Education
- Applied Psychology
- Applied Mathematics

### Cite this

*Journal of Mathematical Behavior*,

*34*, 58-75. https://doi.org/10.1016/j.jmathb.2014.01.003

}

*Journal of Mathematical Behavior*, vol. 34, pp. 58-75. https://doi.org/10.1016/j.jmathb.2014.01.003

**Locally logical mathematics : An emerging teacher honoring both students and mathematics.** / Zbiek, Rose Mary; Peters, Susan A.; Johnson, Kim H.; Cannon, Tenille; Boone, Tracy M.; Foletta, Gina Marie.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Locally logical mathematics

T2 - An emerging teacher honoring both students and mathematics

AU - Zbiek, Rose Mary

AU - Peters, Susan A.

AU - Johnson, Kim H.

AU - Cannon, Tenille

AU - Boone, Tracy M.

AU - Foletta, Gina Marie

PY - 2014/6/1

Y1 - 2014/6/1

N2 - This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.

AB - This case study explores the mathematics engagement and teaching practice of a beginning secondary school teacher. The focus is on the mathematical opportunities available to her students (the classroom mathematics) and how they relate to the teacher's personal capacity and tendencies for mathematical engagement (her personal mathematics). We use a mathematical process-and-action approach to analyze mathematical engagement and then employ the teaching triad-mathematical challenge, sensitivity to students, and management of learning-to situate mathematical engagement within the larger context of teaching practice. The article develops the construct of locally logical mathematics to underscore the cogency of mathematical engagement in the classroom as part of a coherent mathematical system that is embedded within a teaching practice. Contributions of the study include the process-and-action approach, especially in tandem with the teaching triad, as a tool to understand nuances of mathematical engagement and differences in demand between written and implemented tasks.

UR - http://www.scopus.com/inward/record.url?scp=84897753437&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897753437&partnerID=8YFLogxK

U2 - 10.1016/j.jmathb.2014.01.003

DO - 10.1016/j.jmathb.2014.01.003

M3 - Article

AN - SCOPUS:84897753437

VL - 34

SP - 58

EP - 75

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

SN - 0732-3123

ER -