Empowering mathematics teachers to meet evolving educational goals: the role of “epistemic objects” in developing actionable practice knowledge in tumultuous times

ABSTRACT

In recent decades, the aims and objectives of education – and therefore public discourse on the appropriate skills and attributes of mathematics teachers – have been rapidly shifting due to forces from outside the teaching profession. The forces driving change in mathematics are as diverse as the emergence of “Industry 4.0” and “STEM,” new directions in transnational education policy making, and the COVID-19 pandemic. This paper contributes to a growing literature seeking to empower teachers to respond to the complexity of such multifaceted change expansively rather than defensively. It does so through the refinement and application of practical theories of educational change and approaches to building actionable practice knowledge. Specifically, this paper will argue for the use of the epistemic object as a practical focus for changes to practice chosen by the profession. This argument will be made within the framework of practice architectures offered by Kemmis and others. The paper first considers the impact of some recent disruptions on teaching and then provides a “worked example” of using mathematical proficiencies as an epistemic object able to practically support teachers to develop actionable knowledge grounded in the specifics of their own professional context.

KEYWORDS:

• Empowering teachers
• practice architectures
• epistemic objects
• mathematics education
• grounded actionable knowledge

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Samuel Fowler

Samuel Fowler Sam is a PhD candidate exploring the extent to which epistemic cognition influences teacher engagement with their own learning and that of their students.

Simon N. Leonard

Simon Leonard Simon is Professorial Lead for Industry Engagement. His research focusses on the implementation of the science of learning in complex educational environments.

Florence Gabriel

Florence Gabriel Florence is a Lecturer in STEM education. She studies the cognitive, metacognitive, motivational and affective factors that influence students’ learning, with a focus on mathematics education.