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Establishing mathematics for teaching within classroom interactions in teacher education
Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM. (Matematikdidaktik)
2011 (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
2011. Vol. 81, nr 1, s. 1-14
Emneord [en]
Mathematics for teaching; Teacher education; Classroom interaction; Technical terms; Variation theory
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Forskningsprogram
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-17150DOI: 10.1007/s10649-011-9371-9ISI: 000307289700001Scopus ID: 2-s2.0-84865415076OAI: oai:DiVA.org:lnu-17150DiVA, id: diva2:485837
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Per NilssonTilgjengelig fra: 2012-01-30 Laget: 2012-01-30 Sist oppdatert: 2021-11-29bibliografisk kontrollert

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