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
The object of learning as an analytic tool for the didactics of mathematics
Linnaeus University, Faculty of Technology, Department of Mathematics.
2016 (English)In: World Association of Lesson Studies (WALS) International Conference 2016, Lesson Study: Transforming Teaching and Teacher Learning in Professional Learning Communities, 3-5 September 2016, University of Exeter (UK), 2016Conference paper, Abstract (Refereed)
Abstract [en]

This paper deals with one prominent topic in the field of mathematics education: the communication in mathematics. In this article, a framework is proposed for analyzing the effectiveness of communication in mathematics classrooms. The presentation is based on data collected, during a 3-year period, and consists of the students’ tests, the teachers’ lessons plan and reports of the lessons’ instructions. In the analysis, concepts relating to variation theory have been used as analytical tools. The success or failure of communication is a matter of the relation between thought contents of speaker and hearer. The analysis focus on the interaction among the intended, enacted and lived objects of learning. The intended object of learning refers to the part of the content that students should learn and which is supposed to be treated in the classroom. The enacted object of learning is what appears in the classroom and refers to what is possible for students to experience within the learning environment. The students’ initial level of capability to appropriate the object of learning as well as the way in which students understand the object of learning is the lived object of learning. The interaction among the intended, enacted and lived objects of learning is an indication of whether the communication in the classroom is successful or not. The results show that: effective communication occurs in the classroom if it has the real critical aspects in student learning as its starting point; teachers develop new strategies to present the contents by having the focus to open up dimensions of variation.

Place, publisher, year, edition, pages
2016.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-55691OAI: oai:DiVA.org:lnu-55691DiVA: diva2:954204
Conference
World Association of Lesson Studies (WALS) International Conference 2016, Lesson Study: Transforming Teaching and Teacher Learning in Professional Learning Communities, 3-5 September 2016, University of Exeter (UK)
Available from: 2016-08-21 Created: 2016-08-21 Last updated: 2017-03-21Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Olteanu, Constanta
By organisation
Department of Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Total: 50 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