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Analyzing content and participation in classroom discourse: dimensions of variation, mediating tools, and conceptual accountability
School of Education, Mälardalen University, Västerås, Sweden.
School of Education, Mälardalen University, Västerås, Sweden.
Institutionen för matematikdidaktik (MD), Linnéuniversitetet, Växjö, Sweden. (Matematikdidaktik)
2013 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 1, s. 101-114Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Balancing content and students’ participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher’s conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning. 

sted, utgiver, år, opplag, sider
2013. Vol. 57, nr 1, s. 101-114
Emneord [en]
content, discourse, mathematics, participation
HSV kategori
Forskningsprogram
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:oru:diva-43123DOI: 10.1080/00313831.2011.628689ISI: 000313671900007Scopus ID: 2-s2.0-84872576446OAI: oai:DiVA.org:oru-43123DiVA, id: diva2:794492
Tilgjengelig fra: 2011-11-16 Laget: 2015-02-28 Sist oppdatert: 2018-05-26bibliografisk kontrollert

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