Contingency, Deviation from Agenda

Descriptors / aspects of DA

Good examples:

When the teacher displays deeper subject matter knowledge to enhance pupils’ understanding

When the teacher displays deeper subject matter knowledge in taking a pupil’s remark as a starting point for deeper enquiry

Spending time in questioning /probing pupils in order to find out why a pupil comes up with a wrong answer

Deviation characterized by conceptual focus

Presentation of the concept in a new way

Illuminating with an everyday example

Bad examples:

Letting a pupil hijack the lesson which may result in less mathematical focus

When the DA is “privatized” – the lesson is deviated in direction of only one (or a few) pupil(s)

Only repeating previous lesson content

Displaying mathematical uncertainty

Contingency, Deviation from Agenda Descriptors / aspects of DA Good examples: When the teacher displays deeper subject matter knowledge to enhance pupils’ understanding When the teacher displays deeper subject matter knowledge in taking a pupil’s remark as a starting point for deeper enquiry Spending time in questioning /probing pupils in order to find out why a pupil comes up with a wrong answer Deviation characterized by conceptual focus Presentation of the concept in a new way Illuminating with an everyday example Bad examples: Letting a pupil hijack the lesson which may result in less mathematical focus When the DA is “privatized” – the lesson is deviated in direction of only one (or a few) pupil(s) Only repeating previous lesson content Displaying mathematical uncertainty