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Enterprise 2 Teacher


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Enterprise 2 Teacher


Supporting teachers in Catholic schools and in the wider Christian community in their daily task of unfolding for pupils the mystery of God, the teaching of the Church and its application in daily life.


Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to perseverance by conceptualizing it as collective enterprise among learners in lieu of its more conventional treatment as an individual capacity. Drawing on video of elementary school children in two US classrooms (n = 52), this paper offers: (1) empirical examples that define perseverance as collective enterprise; (2) indicators of perseverance for teachers (and researchers) to support (and study) its emergence; and (3) evidence of how the task, peer dynamics, and student-teacher interactions afford or constrain its occurrence. The significance of perseverance as collective enterprise and as an object of design in developing effective learning communities, is discussed.


Despite a wealth of research on NOS views, there is limited understanding of how different cohorts such as students, teachers, and scientists might approach a given set of questions and activities related to NOS. Considering that these groups interact within communities that have their own norms and practices, it is safe to assume that they are likely to approach a given task differently (Knorr-Cetina, 1999). Such an assumption raises a number of questions: How do these different groups approach the same NOS-related task Do their views converge on a few big ideas or are they dispersed across less identifiable ones Do these different groups connect the same ideas differently What insights would a comparative analysis of student, teacher, and scientist reveal about their NOS views Such questions suggest the need for a methodological approach that can trace the similarities and the differences between the different cohorts.


In an earlier study, Peters-Burton & Baynard (2013) conducted a comparison of network models of scientists, middle school science teachers, and middle school students using the consensus framework of NOS (Lederman et al., 2002) for the data analysis. As interpreted by the consensus view of NOS, student networks produced ideas about subjectivity and objectivity, tentativeness, and creativity. The teacher networks only addressed subjectivity and objectivity, and tentativeness, and the scientist networks depicted scientific methods and the tentative and theory laden aspects of science.


The authors chose the Family Resemblance Approach (FRA) to NOS (Erduran & Dagher, 2014) as a new theoretical lens to re-analyze previously obtained data from students, teachers, and scientists (Peters-Burton & Baynard, 2013). The FRA framework differs from the consensus framework of NOS (Lederman et al., 2002) in terms of its content and scope, with its different orientations to the cognitive-epistemic aspects of science and its inclusion of the social, institutional, and political dimensions (see the next section). New ways to conceptualize NOS are emerging (Leung, 2020; Romero-Maltrana & Duarte, 2020). The authors hypothesized that applying the FRA interpretive lens in this context is likely to provide additional methodological and conceptual insights to the existing literature.


Knowledge: Theories, laws, and models are interrelated products of the scientific enterprise that generate and/or validate scientific knowledge and provide logical and consistent explanations to develop scientific understanding.


Social values: The scientific enterprise embodies various social values including social utility, respecting the environment, freedom, decentralizing power, honesty, addressing human needs,




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