Laurinda Brown | University of Bristol (original) (raw)
My research interests are all related to ways of knowing, specifically in relation to mathematics.
Ex-editor of Mathematics Teaching and For the Learning of Mathematics.
less
Uploads
Books by Laurinda Brown
This book is about a collaboration between two mathematics teachers. It offers a historical narra... more This book is about a collaboration between two mathematics teachers. It offers a historical narrative of their joint research into what is involved in becoming a teacher of mathematics. this is a story of change and the process of change.
Papers by Laurinda Brown
Mathematics Teacher Education and Development, Aug 13, 2021
kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-i... more kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-international-group-for-the-psychology-of-mathematicseducation-volume-2/paperback/product-23278496.html. Please refer to any applicable terms of use of the publisher.
Elsevier eBooks, 2017
Abstract Learning to teach is learning to make the kinds of decisions in classroom situations tha... more Abstract Learning to teach is learning to make the kinds of decisions in classroom situations that teachers make. In this chapter, we explore a theoretical basis for describing this process of making decisions as a teacher does. We analyze the teaching and reflections of two experienced teachers using theoretical constructs at three levels. At the most general level, we adapt Maturana's phrase “emotional orientation” to refer to a “teacherly emotional orientation,” which is the set of decision-making criteria appropriate to teaching. Having a teacherly emotion orientation simply means a person behaves as one expects a teacher to behave. At the most specific level, we name the criteria themselves “somatic markers,” after Damasio. Individuals have many emotional orientations related to different communities, characterized by different (probably overlapping) constellations of somatic markers. For a teacher one emotional orientation is the teacherly emotional orientation, which contains somatic markers leading the teacher to make specific decisions in classrooms consistent with that identity. At the middle level, “purposes” group somatic markers into patterns that make sense at a conscious level. They are linked to actions and collections of purposes that, in turn, form emotional orientations. Purposes are significant for researchers, teachers, and teacher educators in that they provide a level of description that allows an individual to see whether they are acting effectively or not, and they can lead to changing a person's behaviors.
Research in Mathematics Education, Jul 1, 2012
Secondary school teachers' conceptions about algebra teaching Iiris Attorps The learning portfoli... more Secondary school teachers' conceptions about algebra teaching Iiris Attorps The learning portfolio as an assessment strategy in teacher education
Research in Mathematics Education, Apr 1, 2001
We have completed a Teacher Training Agency (TTA) funded project looking at the teaching and lear... more We have completed a Teacher Training Agency (TTA) funded project looking at the teaching and learning of algebra with one mixed-ability year 7 class (11–12 year-olds in the UK). We take Kieran's (quoted in Sutherland, 1997) definition of algebra and see ourselves as developing a'community of practice'(Lave and Wenger, 1991) in the classroom where the practice is not that of mathematician but of inquirer (Schoenfeld, 1996) into mathematics. The teacher in this community acts as role model for inquirer and metacomments (Bateson ...
WTM-Verlag Münster eBooks, 2017
Long conversations: Budapest/Bristol mathematics student teacher links. In M. Stein (Ed.), A life... more Long conversations: Budapest/Bristol mathematics student teacher links. In M. Stein (Ed.), A life's time for mathematics education and problem solving: Festschrift on the occasion of Andras Ambrus' 75th birthday (pp. 22-37). http://www.wtm-verlag.de/stein-m-ed-a-lifes-time-formathematics-education-and-problem-solving/ Peer reviewed version Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via WTM at http://www.wtm-verlag.de/. Please refer to any applicable terms of use of the publisher.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-i... more kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-international-group-for-the-psychology-of-mathematicseducation-volume-2/paperback/product-23278496.html. Please refer to any applicable terms of use of the publisher.
This book is about a collaboration between two mathematics teachers. It offers a historical narra... more This book is about a collaboration between two mathematics teachers. It offers a historical narrative of their joint research into what is involved in becoming a teacher of mathematics. this is a story of change and the process of change.
Mathematics Teacher Education and Development, Aug 13, 2021
kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-i... more kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-international-group-for-the-psychology-of-mathematicseducation-volume-2/paperback/product-23278496.html. Please refer to any applicable terms of use of the publisher.
Elsevier eBooks, 2017
Abstract Learning to teach is learning to make the kinds of decisions in classroom situations tha... more Abstract Learning to teach is learning to make the kinds of decisions in classroom situations that teachers make. In this chapter, we explore a theoretical basis for describing this process of making decisions as a teacher does. We analyze the teaching and reflections of two experienced teachers using theoretical constructs at three levels. At the most general level, we adapt Maturana's phrase “emotional orientation” to refer to a “teacherly emotional orientation,” which is the set of decision-making criteria appropriate to teaching. Having a teacherly emotion orientation simply means a person behaves as one expects a teacher to behave. At the most specific level, we name the criteria themselves “somatic markers,” after Damasio. Individuals have many emotional orientations related to different communities, characterized by different (probably overlapping) constellations of somatic markers. For a teacher one emotional orientation is the teacherly emotional orientation, which contains somatic markers leading the teacher to make specific decisions in classrooms consistent with that identity. At the middle level, “purposes” group somatic markers into patterns that make sense at a conscious level. They are linked to actions and collections of purposes that, in turn, form emotional orientations. Purposes are significant for researchers, teachers, and teacher educators in that they provide a level of description that allows an individual to see whether they are acting effectively or not, and they can lead to changing a person's behaviors.
Research in Mathematics Education, Jul 1, 2012
Secondary school teachers' conceptions about algebra teaching Iiris Attorps The learning portfoli... more Secondary school teachers' conceptions about algebra teaching Iiris Attorps The learning portfolio as an assessment strategy in teacher education
Research in Mathematics Education, Apr 1, 2001
We have completed a Teacher Training Agency (TTA) funded project looking at the teaching and lear... more We have completed a Teacher Training Agency (TTA) funded project looking at the teaching and learning of algebra with one mixed-ability year 7 class (11–12 year-olds in the UK). We take Kieran's (quoted in Sutherland, 1997) definition of algebra and see ourselves as developing a'community of practice'(Lave and Wenger, 1991) in the classroom where the practice is not that of mathematician but of inquirer (Schoenfeld, 1996) into mathematics. The teacher in this community acts as role model for inquirer and metacomments (Bateson ...
WTM-Verlag Münster eBooks, 2017
Long conversations: Budapest/Bristol mathematics student teacher links. In M. Stein (Ed.), A life... more Long conversations: Budapest/Bristol mathematics student teacher links. In M. Stein (Ed.), A life's time for mathematics education and problem solving: Festschrift on the occasion of Andras Ambrus' 75th birthday (pp. 22-37). http://www.wtm-verlag.de/stein-m-ed-a-lifes-time-formathematics-education-and-problem-solving/ Peer reviewed version Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via WTM at http://www.wtm-verlag.de/. Please refer to any applicable terms of use of the publisher.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-i... more kaur-and-weng-kin-ho-and-tin-lam-toh-and-ban-hengchoy/proceedings-of-the-41st-conference-of-the-international-group-for-the-psychology-of-mathematicseducation-volume-2/paperback/product-23278496.html. Please refer to any applicable terms of use of the publisher.