Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Talli Nachlieli, Michal Tabach
Levinsky-Wingate College of Education
⬇ Download PDFThis study examines practices that promote explorative participation within a secondary mathematics M.Ed. course, focusing on the Thinking Classrooms approach. It investigates how mathematics student-teachers applied the principle of thin slicing in lesson planning. Five lesson plans were analysed through two lenses: variation theory and the type of participation the tasks afford. The findings show that all task sequences aligned with principles of variation theory and exhibited strong bondedness. Substantiation was necessary but implicit, and flexibility was limited. Across all lessons, ritual-enabling tasks preceded exploration-requiring tasks, serving as a foundation for exploration. The study offers a framework for characterizing thin slicing and highlights instructional practices that promote explorative participation.
thinking classroomsthin slicingparticipation