mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
Can collaborative concept mapping create mathematically productive discourses?
Mälardalen University, Department of Mathematics and Physics.ORCID iD: 0000-0002-3329-0177
2004 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 56, no 2-3, 157-177 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2004. Vol. 56, no 2-3, 157-177 p.
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-3999DOI: 10.1023/B:EDUC.0000040395.17555.c2Scopus ID: 2-s2.0-4544292839OAI: oai:DiVA.org:mdh-3999DiVA: diva2:120507
Available from: 2006-04-27 Created: 2006-04-27 Last updated: 2015-06-29Bibliographically approved
In thesis
1. Approaching Mathematical Discourse: Two analytical frameworks and their relation to problem solving interactions
Open this publication in new window or tab >>Approaching Mathematical Discourse: Two analytical frameworks and their relation to problem solving interactions
2006 (English)Doctoral thesis, comprehensive summary (Other scientific)
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.

Place, publisher, year, edition, pages
Västerås: Mälardalens högskola, 2006
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 30
Keyword
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
National Category
Mathematics
Research subject
Matematik/tillämpad matematik
Identifiers
urn:nbn:se:mdh:diva-137 (URN)91-85485-13-6 (ISBN)
Public defence
2006-06-28, Kappa, Västerås, 13:15
Opponent
Supervisors
Available from: 2006-04-27 Created: 2006-04-27 Last updated: 2013-12-04

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Ryve, Andreas
By organisation
Department of Mathematics and Physics
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 65 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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