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Establishing mathematics for teaching within classroom interactions in teacher education
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics. (Matematikdidaktik)
2011 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, no 1, 1-14 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2011. Vol. 81, no 1, 1-14 p.
Keyword [en]
Mathematics for teaching; Teacher education; Classroom interaction; Technical terms; Variation theory
National Category
Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-17150DOI: 10.1007/s10649-011-9371-9OAI: oai:DiVA.org:lnu-17150DiVA: diva2:485837
Projects
Per Nilsson
Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2012-11-06Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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