@article{3015837,
    title = "Using tasks to explore teacher knowledge in situation-specific contexts",
    author = "Biza, I. and Nardi, E. and Zachariades, T.",
    journal = "Journal of Mathematics Teacher Education",
    year = "2007",
    volume = "10",
    number = "4-6",
    pages = "301-309",
    issn = "1386-4416",
    doi = "10.1007/s10857-007-9043-y",
    abstract = "Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers' views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of χ + χ - 1 = 0) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore. © Springer Science+Business Media B.V. 2007."
}