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Establishing mathematics for teaching within classroom interactions in teacher education
Mälardalen University, Västerås, Sweden; Stockholm University, Stockholm, Sweden; University of Oxford, Oxford, United Kingdom .
Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik (DFM), Växjö, Sweden. (Matematikdidaktik)
Open University, Milton Keynes, United Kingdom.
2012 (engelsk)Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, nr 1, s. 1-14Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Teacher educators’ processes of establishing “mathematics for teaching” in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

sted, utgiver, år, opplag, sider
2012. Vol. 81, nr 1, s. 1-14
Emneord [en]
Classroom interaction; Mathematics for teaching; Teacher education; Technical terms; Variation theory
HSV kategori
Forskningsprogram
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:oru:diva-43124DOI: 10.1007/s10649-011-9371-9ISI: 000307289700001Scopus ID: 2-s2.0-84865415076OAI: oai:DiVA.org:oru-43124DiVA, id: diva2:794491
Tilgjengelig fra: 2012-01-30 Laget: 2015-02-28 Sist oppdatert: 2018-05-14bibliografisk kontrollert

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