Observing Teachers: Comparing Mathematics Pedagogies Between Quebec Francophone and Anglophone and New Brunswick Francophone Teachers

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

This proposal presents preliminary results of a study comparing mathematics teaching pedagogies of Quebec (QC) Francophone and Anglophone and New Brunswick (NB) Francophone Mathematics teachers. This study is part of a new nationwide study on middle school mathematics pedagogies conducted in four Canadian provinces, where the main objectives are to: describe regional difference in mathematics teaching practices and underlying pedagogies in Canada: and relate these differences in student achievement in mathematics. Twelve teachers (Four Anglophone and four Francophone QC teachers and four Francophone NB teachers) engaged in focus groups based on three types of lessons they each previously recorded: typical, exemplary and introductory on fractions. The focus groups discussions were analyzed and compared to reveal aspects of the teachers’ pedagogies.

Authors

• Dominic Manuel, University of Alberta

• Annie Savard, McGill University

• David A. Reid, Universität Bremen