lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability
Linnaeus University, Faculty of Technology, Department of Mathematics.ORCID iD: 0000-0001-5765-3553
Örebro University.
2017 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 20, no 1, 31-48 p.Article in journal (Refereed) Published
Resource type
Text
Abstract [en]

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.

Place, publisher, year, edition, pages
2017. Vol. 20, no 1, 31-48 p.
Keyword [en]
Interactional teaching strategy, Teaching, Symbolic interactionism, Revoicing, Probability
National Category
Didactics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:lnu:diva-51969DOI: 10.1007/s10857-015-9313-zScopus ID: 2-s2.0-84939247092OAI: oai:DiVA.org:lnu-51969DiVA: diva2:917842
Available from: 2016-02-11 Created: 2016-04-08 Last updated: 2017-05-19Bibliographically approved
In thesis
1. Contributing to develop contributions: - a metaphor for teaching in the reform mathematics classroom
Open this publication in new window or tab >>Contributing to develop contributions: - a metaphor for teaching in the reform mathematics classroom
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. The focus is to highlight the teacher as an active contributor to the classroom mathematical discourse, having an important role in shaping the mathematics. At the same time, the teacher is acknowledged as an individual who learns and develops as a lesson and semester progress.

Three research papers illustrate the state, at that time, of an inductive analysis of three teachers, teaching a series of lessons based on probability theory at two Swedish primary schools. The teachers worked together with the students to explore an unknown sample space, made up out of an opaque bottle with coloured marbles within that showed one marble at each turn of the bottle. They had to construct mathematical tools together to help them solve the mystery. The analysis focused on teacher–student interactions during this exploration, revealing complex connections in the process of teaching.

The three papers presented the development of a theoretical framework named Contributing to Develop Contributions (CDC). The frameworks’ fundamental idea is that teachers learn as they teach, using the teaching metaphor learning to develop learning. That metaphor was developed, in light of the ongoing empirical analysis, into CDC by drawing on a theoretical idea that learning can be viewed as contributing to the collaborative meaning making in the classroom. Teaching and teacher learning are described and understood as reflexive processes in relation to in-the-moment teacher-student interaction.

Contributing to develop contributions consists of three different ways of contributing. The analytical categories illustrate how students’ opportunities to contribute to the negotiation of mathematical meaning are closely linked to teachers’ different ways of contributing. The different ways are Contributing one’s own interpretations of mathematical objects, Contributing with others’ interpretations of mathematical objects, and Contributing by eliciting contributions. Each way of contributing was found to have the attributes Transparency, Role-taking and Authority. Together, these six categories show teacher– student interaction as a complex dynamical system where they draw on each other and together negotiate meaning of mathematical objects in the classroom.

This thesis reveals how the teaching process can be viewed in terms of learning on different levels. Learning as thought of in terms of contributing to the negotiation of meaning in the moment-to-moment interaction in the classroom. By contributing you influence the collective’s understanding as well as your own. A teacher exercises and develops ways of contributing to the negotiation of meaning of mathematical objects, in order to develop students’ contributions. In a wider perspective, the analysis showed development over time in terms of transformation. The teachers were found to have transformed their understanding of classroom situations in light of the present interactions. Contributing to the negotiation of meaning in the classroom was understood as a process in such transformation, in the ever ongoing becoming of a mathematics teacher. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2017. 100 p.
Series
Linnaeus University Dissertations, 288/2017
Keyword
Teaching mathematics, teaching as learning, professional development, learning to develop learning, contributing to develop contributions
National Category
Didactics Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-64024 (URN)978-91-88357-75-5 (ISBN)
Public defence
2017-06-09, Newton, Linnéuniversitetet, Växjö, 13:15 (English)
Opponent
Supervisors
Available from: 2017-05-22 Created: 2017-05-19 Last updated: 2017-06-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Eckert, Andreas
By organisation
Department of Mathematics
In the same journal
Journal of Mathematics Teacher Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 92 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf