International Society for Technology in Education.

Introduction to Geometry. By H. S. M. Coxeter. Pp. xiv, 443. 1961. (John Wiley)

The concept that any person, who wishes to assume the role of being a student, has a right to learning opportunities is presented and discussed. Disadvantageous situations involving students occur regularly in Pharmaceutical education. Proactive policies aid procedures need to be developed and implemented to provide advantares in those instances where students already are placed at a disadvantage. Providing ethical and cross-cultural experiences in the curriculum, and in the educational institution as a whole, are imperative more important, our values and beliefs regarding the interrelated, yet distinct, notions of higher education, professional license, and occupational employmint need to be clarified and understood by those involved in the educational process.

The Right to Learn

The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.

Teaching for Learning.

Teacher communities as a context for professional development: A systematic review

The COVID-19 pandemic has had previously unimaginable and far-reaching effects on higher education globally (Baker et al. 2022; Cranfield et al. 2021; Kara 2021; Le Grange 2020). On top of the widespread loss felt by students and teachers across the world, we have had to make rapid changes to previously taken-for-granted ways of doing, being, learning and teaching (Baker et al. 2022; Cranfield et al. 2021). Emergency Remote Teaching and Learning (ERTL) brought constraints and opportunities, challenges and innovations. This article gives form to the statement: “there is an opportunity in the moment for genuine equity-focused innovation in policy-making, provision and pedagogy” (Czerniewicz et al. 2020). We use a theoretical framework of structure, culture and agency through which to view possibilities for transformation of pedagogy, and a form of semi-autoethnography as methodology. Two lecturers, one in the Humanities (Education) and one in the Life Sciences, wrote extended narratives of their experiences of ERTL and the other authors then posed a series of questions to the story authors, which elicited a set of analytic descriptions and explanations. Through iterations of this analysis, we identified two important themes: attending to students’ socio-emotional needs and developing students’ engagement, self-regulation and reflexivity. The analysis identifies key opportunities and challenges that these required and how they were addressed by the lecturers concerned. Based on the analysis and drawing on Case’s (2015b) argument for an expanded sense of agency for students, we argue that the lecture is a key structural and cultural element of the university space that was disrupted during the pandemic and can be transformed going forward. We thus argue for decentering the lecture. Furthermore, we argue that care and concern for students has not been a primary cultural element of teaching and learning in higher education, for structural reasons, and that it should be an integral part of pedagogies going forward.

From pandemic disruption to post-pandemic transformation: New possibilities for teaching in South African higher education

Much of the research on teacher change tells us that teachers either remain resistant to change (Lavi and Shriki 2008), or they embrace the rhetoric of change but their practices remain constant (Chisholm et al. 2000; Taylor 1999). Teachers are said to maintain algorithmic and procedural approaches to mathematics through lower-level tasks and strongly constrained classroom interaction; and learners very seldom engage in genuine mathematical thinking. I agree with Nolan (2008) that characterizing teaching in this way says more about researchers than teachers. For me it is more important to find ways to talk about what teachers have managed, rather than what they have not, even if the successes are small. To do this is a difficult task for researchers, but no more difficult than the task we ask of teachers when we suggest that they shift their practices.

Conclusions and Ways Forward: The “Messy” Middle Ground

This chapter describes the pedagogical practice of engaging with learners’ contributions from the perspective of professional practice. The chapter presents an analysis of the ways in which two South African teachers, working in vastly different contexts, grapple with curriculum demands and practices and also engage with learners’ mathematical reasoning. It is argued that contextual constraints entered into their practices in important ways and that the teachers’ knowledge was central to how they made sense of and worked with learner contributions. A new definition of professional practice, which includes attention to teachers’ knowledge and their contexts, emerges.

Working with Learner Contributions: A Key Dimension of Professional Practice

The previous chapters have described a range of ways in which five teachers shifted their pedagogies to take account of learner contributions and to teach mathematical reasoning. The analysis has pointed to both successes and challenges in their teaching and has shown that a new curriculum and new pedagogies place new and increased demands on teachers and learners. Increased demands can lead to resistance on the part of both teachers and learners. In this chapter, I focus on learners’ resistance to their teacher’s changing pedagogy.

Learner Resistance to Teacher Change

A framework for analysing the relationships between peer interactions and learners’ mathematical identities: accounting for personal and social identities

Karin Brodie

Papers

From pandemic disruption to post-pandemic transformation: New possibilities for teaching in South African higher education

Conclusions and Ways Forward: The “Messy” Middle Ground

Working with Learner Contributions: A Key Dimension of Professional Practice

Learner Resistance to Teacher Change

A framework for analysing the relationships between peer interactions and learners’ mathematical identities: accounting for personal and social identities