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What is actually discussed in problem solving courses for prospecitve teachers
Mälardalens högskola, Institutionen för matematik och fysik.ORCID-id: 0000-0002-3329-0177
2007 (Engelska)Ingår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 10, nr 1, s. 41-63Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also elaborate on plausible reasons for the divergency found. The findings then serve as a basis for a discussion of how to develop a problem-solving course within the mathematics teacher program.

Ort, förlag, år, upplaga, sidor
Kluwer Academic Publishers, 2007. Vol. 10, nr 1, s. 41-63
Nyckelord [en]
Contextualization; Dialogical approach; Discourse; Problem solving; Prospective teachers; Student teachers
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-4001DOI: 10.1007/s10857-007-9027-yScopus ID: 2-s2.0-33947715047OAI: oai:DiVA.org:mdh-4001DiVA, id: diva2:120509
Tillgänglig från: 2006-04-27 Skapad: 2006-04-27 Senast uppdaterad: 2017-12-14Bibliografiskt 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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