Abstract
Invitations to envision what might occur in a teaching and learning situation can be used as both instructional and research tools for teacher education. When presented in the form of script writing, such invitations can afford opportunities to awaken important sensitivities for effective teaching, as well as shed light on the conceptualizations, values, and rationales held by pre-service teachers. This chapter highlights how scripting tasks may provide glimpses of participants’ mathematical awareness and horizon knowledge applicable for teaching. Two contexts for scripting tasks are discussed: (i) responding to parents’ concerns for a student’s future trajectory, and (ii) engaging in an unexpected mathematical exchange. Of interest is what participants noticed or overlooked (their “eyes”) as they assigned voices to their characters, attributing to them the emotions, attitudes and types of utterances, which they were prepared to hear (their “ears”). Participants’ scripts revealed different perceptions and expectations regarding the roles and relationships of players in the classroom. What was noticed and attended to may have influenced the advice and explanations given to student-characters. Through investigation and reflection of their scripts, shifts in participants’ attention occurred, prompting new insight and understanding for engaging with and responding to students.
Imagine yourself in classroom… Imagine changing some aspect…
Mason, 2002, p. 13.
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Notes
- 1.
In Canada universities and colleges are different institutions. Universities are degree granting institutions with undergraduate and graduate programs. Colleges primarily grant diplomas and certificates, and tend to be more career-oriented, offering training and apprenticeship programs.
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Mamolo, A. (2018). Eyes, Ears, and Expectations: Scripting as a Multi-lens Tool. In: Zazkis, R., Herbst, P. (eds) Scripting Approaches in Mathematics Education . Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-62692-5_11
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