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Creators/Authors contains: "Brisard, Sophia"

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  1. ; ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Building on the theory of practical rationality, we explore how three beginning secondary mathematics teachers reconcile competing professional obligations, namely: disciplinary, individual, and institutional obligations. As these teachers transitioned from supervised teaching to teaching their own classrooms, they reconciled competing obligations and developed their own ideas about mathematics teaching and learning. The analysis revealed that it was only institutional obligation that conflicted with either disciplinary, or individual obligation, or with teachers’ own teaching preferences. No other two obligations appeared to clash. The conflict with institutional obligation was reconciled in favor of institutional obligation in less than 30% of instances. In the vast majority of cases, another obligation took precedence. 
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    Free, publicly-accessible full text available January 1, 2026