Mathematics Teacher Decision Making: Its meaning under different theoretical lenses

15th December 2021 : 16:30 - 18:00

Category: Webinar

Research Group: Subject Pedagogy

Speaker: Despina Potari, National Kapodistrian University of Athens

Location: Zoom Meeting (TBC)

Convener: Karen Skilling

Audience: Department Staff and Students



In the seminar, I will address first the different ways that mathematics teacher decision making has been conceptualized in the research literature and the theoretical and methodological underpinnings of the research developed in the last decade in this area. Then, I will focus on the use of Activity Theory in studying decision making a) in the context of designing teaching and reflecting on it and b) in the on the moment situations. In the first case the emphasis will be given on the role of contradictions in the process of teacher decision making while in the second on the role of teacher emotions. The latter is an ongoing research of one of my PhD students. Teacher decision making is studied through actions, goals and how these are interrelated to the activity of mathematics teaching.


Despina gained her first degree in Mathematics from the National and Kapodostrian University of Athens in 1982 and my PhD in Mathematics Education from the University of Edinburgh in 1987.

“I worked at the Education Department of the University of Patras from 1989 to 2008 as a lecturer, assistant and associate professor and since 2008 I have been working as an associate and full professor at the Mathematics Department of the National and Kapodostrian University of Athens. I have also been visiting professor at the University of Georgia, USA) (Sept. 1993-Jan.1994), Oxford University, UK (Sept. 1997 – Jan. 1998), Rutgers University, USA (Sept. 2004 – Dec. 2004), University of Cyprus (Jan. 2005 – June 2005) and Linnaeus University, Sweden (2014-2020). My research interest is mainly on the development of mathematics teaching and learning and teacher development and in particular on the role of different contexts and tools in the classroom setting and on teacher collaboration. I have publications in international research journals, conference proceedings and book chapters. I am chief editor of the Journal of Mathematics Teacher Education, member of editorial boards and teams and reviewer for international journals and conferences.”