Establishing mathematics for teaching within classroom interactions in teacher education

被引：3
|
作者：
Ryve, Andreas [1 ,4 ,5 ,6 ]
Nilsson, Per [3 ]
Mason, John [2 ]
机构：
[1] Sch Educ, S-72123 Vasteras, Sweden
[2] Open Univ, Milton Keynes MK7 6AA, Bucks, England
[3] Linnaeus Univ, Vaxjo, Sweden
[4] Univ Oxford, Oxford, England
[5] Stockholm Univ, S-10691 Stockholm, Sweden
[6] Malardalen Univ, Vasteras, Sweden
来源：
EDUCATIONAL STUDIES IN MATHEMATICS | 2012年 / 81卷 / 01期
关键词：
Mathematics for teaching; Teacher education; Classroom interaction; Technical terms; Variation theory; KNOWLEDGE;
D O I：
10.1007/s10649-011-9371-9
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：1 / 14
页数：14
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