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  • 1.
    Eckert, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Nilsson, Per
    Örebro University.
    Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability2017In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 20, no 1, p. 31-48Article in journal (Refereed)
    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.

  • 2.
    Peng, Aihui
    Southwest University.
    Knowledge Growth of Mathematics Teacher during the Professional Activity Based on the Task of Lesson Explaining2007In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 10, no 4-6, p. 289-299Article in journal (Refereed)
    Abstract [en]

    ‘Lesson explaining’ has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of ‘explaining’ a mathematics lesson for teaching probability is described. The analysis shows how the individual teacher develops his own subject matter knowledge of probability and how the professional community develops their pedagogical content knowledge during the professional activities based on the task of lesson explaining. In the concluding remarks, lesson explaining is described as a model of professional development for in-service mathematics teacher and is used as the basis for an alternative explanation for the Confucian heritage culture (CHC) learner paradox and the CHC teacher paradox.

  • 3.
    Skott, Jeppe
    Växjö University.
    Contextualising the notion of belief enactment2009In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 12, no 1, p. 27-46Article in journal (Refereed)
  • 4.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Researching teachers, support to teachers—and teaching2018In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 21, no 4, p. 317-319Article in journal (Other academic)
1 - 4 of 4
CiteExportLink to result list
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