'Playing It Safe' or 'Throwing Caution to the Wind': Risk-Taking and Emotions in a Mathematics Classroom

Autor/in	Lake, Elizabeth
Titel	'Playing It Safe' or 'Throwing Caution to the Wind': Risk-Taking and Emotions in a Mathematics Classroom
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 7 (2019) 2, S.50-64 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	Risk; Emotional Response; Mathematics Instruction; Mathematics Teachers; Affective Behavior; Secondary School Teachers; Foreign Countries; Teaching Styles; Classroom Environment; Teacher Student Relationship; Standards; Classroom Techniques; United Kingdom (England) + Suchen Sie Ihr Suchwort? Risiko; Emotionales Verhalten; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Lehrstil; Unterrichtsstil; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Standard; Klassenführung
Abstract	This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risktaking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the 'in-the-moment' emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to 'good' teaching, and that, in Bandura's Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged. (As Provided).
Anmerkungen	LUMA Centre Finland. A.I. Vrtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://www.lumat.fi/index.php/lumat/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01