ABSTRACT We develop theory within the field of mathematics education based on analysis of an impo... more ABSTRACT We develop theory within the field of mathematics education based on analysis of an imported theory—positioning theory—and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms “positioning” and “storyline.” We offer Lemke’s idea of timescales as a way to refine the theory. We then use the refined theory to analyze strong examples from mathematics education literature as a source of insight into how this theory is being and could be used in the field. We identify the need to be clear about scale in describing positioning and storyline, to recognize that multiple storylines and positionings are at play in any interaction, to be specific about the role of communication acts in development of positioning and storyline, and to differentiate among different kinds of positioning. We claim that attention to these issues will help researchers recognize narratives and relationships at play that may be outside their expectation and also underpin stronger warranted claims.
ABSTRACT Instructional leadership is integral to improving mathematics teaching in secondary scho... more ABSTRACT Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written assessments, case discussions, and interviews from 10 principals. Analysis identified shifts in principals’ algebra content knowledge and their frames for interpreting algebra instruction. Principles improved their connections between mathematical representations and shifted from using frames highlighting teacher characteristics toward using frames highlighting teacher and student thinking. Implications for leadership professional development design are discussed.
CITATION: Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathem... more CITATION: Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathematics preparation of mathematics teacher educators [Special issue]. Journal of Urban Mathematics Education, 6(1).
ABSTRACT We develop theory within the field of mathematics education based on analysis of an impo... more ABSTRACT We develop theory within the field of mathematics education based on analysis of an imported theory—positioning theory—and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms “positioning” and “storyline.” We offer Lemke’s idea of timescales as a way to refine the theory. We then use the refined theory to analyze strong examples from mathematics education literature as a source of insight into how this theory is being and could be used in the field. We identify the need to be clear about scale in describing positioning and storyline, to recognize that multiple storylines and positionings are at play in any interaction, to be specific about the role of communication acts in development of positioning and storyline, and to differentiate among different kinds of positioning. We claim that attention to these issues will help researchers recognize narratives and relationships at play that may be outside their expectation and also underpin stronger warranted claims.
ABSTRACT Instructional leadership is integral to improving mathematics teaching in secondary scho... more ABSTRACT Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written assessments, case discussions, and interviews from 10 principals. Analysis identified shifts in principals’ algebra content knowledge and their frames for interpreting algebra instruction. Principles improved their connections between mathematical representations and shifted from using frames highlighting teacher characteristics toward using frames highlighting teacher and student thinking. Implications for leadership professional development design are discussed.
CITATION: Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathem... more CITATION: Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and oppression in the mathematics preparation of mathematics teacher educators [Special issue]. Journal of Urban Mathematics Education, 6(1).
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Papers by Kate R Johnson
Edited Proceedings and Special Issues by Kate R Johnson