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
What is actually discussed in problem solving courses for prospecitve teachers
Mälardalen University, Department of Mathematics and Physics.ORCID iD: 0000-0002-3329-0177
2007 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 10, no 1, 41-63 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Kluwer Academic Publishers, 2007. Vol. 10, no 1, 41-63 p.
Keyword [en]
Contextualization; Dialogical approach; Discourse; Problem solving; Prospective teachers; Student teachers
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-4001DOI: 10.1007/s10857-007-9027-yScopus ID: 2-s2.0-33947715047OAI: oai:DiVA.org:mdh-4001DiVA: diva2:120509
Available from: 2006-04-27 Created: 2006-04-27 Last updated: 2015-08-05Bibliographically 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
In the same journal
Journal of Mathematics Teacher Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 67 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