Mathematics Teaching as Praxis.

In this paper it is argued that mathematics teaching can be examined, understood, enhanced and developed if it is conceptualised as a form of praxis. Praxis has been variously defined in the literature, but here it is constructed as is a particular dimension of practice that specifically acknowledges and emphasises the moral and ethical nature of teaching and learning. Viewing mathematics teaching as praxis does not diminish the need for teacher knowledge or pedagogical technique, but rather it foregrounds the educational practices that are developed through this knowledge and technique in response to the educational needs and practice architectures evident in particular sites. As such, it is an ontological perspective of teaching that gives pre-eminence to phronesis (practical wisdom) and praxis (morally informed practical action). Initially an outline and discussion of praxis is presented vis-୶is practice theory. The case for praxis in mathematics education is then made by drawing on classroom observation and interview data. Finally, the implications of a praxis perspective of mathematics teaching are presented.