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Can collaborative concept mapping create mathematically productive discourses?
Mälardalens högskola, Institutionen för matematik och fysik.ORCID-id: 0000-0002-3329-0177
2004 (Engelska)Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 56, nr 2-3, s. 157-177Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Four groups (three engineering students in each group) were videotaped while constructing concept maps in Linear Algebra. There are two aims of this study. The first is to characterize the discourse in the groups by addressing the following research questions: Do the students communicate in an effective way? Do the students' communications contain the elements typical for a mathematically productive discourse? The analysis indicates that the communication among the students is effective and contains the elements that are characteristic for a mathematicallyproductive interaction. The two types of methods used to analyze the data were focal and preoccupational analysis. The mathematical content and the coherence of the conversations were examined through focal analysis. The participants' engagement in the discourse was examined by preoccupational analysis, carried out by means of interactive flowchart. The second aim of this study is to evaluate the newly developed methodological framework used to characterize the discourses. The study shows that several aspects of the methodological framework need to be developed.

Ort, förlag, år, upplaga, sidor
2004. Vol. 56, nr 2-3, s. 157-177
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-3999DOI: 10.1023/B:EDUC.0000040395.17555.c2Scopus ID: 2-s2.0-4544292839OAI: oai:DiVA.org:mdh-3999DiVA, id: diva2:120507
Tillgänglig från: 2006-04-27 Skapad: 2006-04-27 Senast uppdaterad: 2015-06-29Bibliografiskt granskad
Ingår i avhandling
1. Approaching Mathematical Discourse: Two analytical frameworks and their relation to problem solving interactions
Öppna denna publikation i ny flik eller fönster >>Approaching Mathematical Discourse: Two analytical frameworks and their relation to problem solving interactions
2006 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The driving force of conducting the two studies presented in this thesis is to examine ways that conceptual understanding and problem solving could be part of mathematics teaching, and through that, part of students' mathematical knowledge. The specific aims of the thesis are: 1) to characterize the classroom discourse of two, apparently similar, problem solving courses in teacher education and 2) to discuss the possibilities of developing two analytical approaches - the communicational approach to cognition and the dialogical approach - used for studying mathematical discourse. The two aims are elaborated on by means of data collected through audiotaped recordings and field notes from observations of problem-solving activities in engineering and teacher education. In relation to the first aim, the analysis of the classroom discourse within the two courses makes it clear that both courses displayed different kinds of discourse that could be broadly categorized in terms of: subject-oriented, didactically oriented, and problem solving oriented discourses. However, the comparisons between the two courses reveal a marked difference in the distribution of these categories of discourse. It is suggested that the introduction of explicit conceptual frameworks in teaching is of crucial importance for the topical focus of the classroom discourse, and for prospective teachers' opportunity to engage in mathematical productive discourse. The analyses of the two approaches for studying mathematical discourse reveal that the two frameworks can be further developed and the study also indicates ways in which such development can be achieved using a theory of contextualization and theories of mathematical learning. Finally, the thesis discusses theoretical and practical implications of the results, foregrounding issues of importance for the research on mathematical discourse, and for teachers and teacher educators involved in designing instructions for mathematical problem solving.

Ort, förlag, år, upplaga, sidor
Västerås: Mälardalens högskola, 2006
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 30
Nyckelord
Didactics of Mathematics, Mathematics Education, Analytical approaches, Communication, Concept maps, Contextualization, Discourse, Engineering students, Higher Education, Intentional analysis, Methodological framworks, Problem solving, Prospective teachers, Student teachers, Teacher education, Theoretical frameworks
Nationell ämneskategori
Matematik
Forskningsämne
Matematik/tillämpad matematik
Identifikatorer
urn:nbn:se:mdh:diva-137 (URN)91-85485-13-6 (ISBN)
Disputation
2006-06-28, Kappa, Västerås, 13:15
Opponent
Handledare
Tillgänglig från: 2006-04-27 Skapad: 2006-04-27 Senast uppdaterad: 2013-12-04

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