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An Inferentialist Perspective on How Note-taking can Constrain the Orchestration of Math-Talk
Örebro University, School of Science and Technology. (Matematikdidaktik)
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to investigate relationships between note-taking and the orchestrating of math-talk in whole-class teaching. A lesson on (average) velocity in a Swedish Grade 6 has been observed. Taking an inferentialist stance on human understanding, the study conceptualizes teaching and learning from the perspective of how students come to be engaged in the language practice of giving and asking for reasons. The study shows how note-taking supports a teacher-student relationship where the teacher produces content and the students’ participation is reduced to consume content. It shows how note-taking can support descriptive math-talk of concepts and symbols and step-by-step procedural math-talk, connected to the goal of providing students examples of tasks, similar to the tasks in their textbook.

Place, publisher, year, edition, pages
Routledge, 2018.
Keywords [en]
Note-taking, math-talk, inferentialism, teacher control
National Category
Didactics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-70673DOI: 10.1080/00313831.2018.1520740OAI: oai:DiVA.org:oru-70673DiVA, id: diva2:1269544
Funder
Swedish Research Council, 721-2012-4811Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2018-12-12Bibliographically approved

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Nilsson, Per

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  • apa
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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