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Teachers and researchers inquiring into mathematics teaching and learning: the case of linear functions
2007 (English)In: Relating practice and research in mathematics education: Proceedings of NORMA 05 / [ed] Christer Bergsten, Trondheim: Tapir Academic Press , 2007, 299-310 p.Conference paper, Published paper (Refereed)
Abstract [en]

The teachers in this study are participants in the LCM1- (Learning Communities in Mathematics) project run at Agder University College. The project emphasises the development of communities of teachers and researchers focused on inquiry in mathematics and teaching. This paper deals with a well-planned lesson in an eleventh grade class in a Norwegian upper secondary school. We will present data that illustrate how the teachers intervened to reach certain goals that had been identified through the planning process. These interventions identified discourses, which showed that there was a discrepancy between how the teachers interpreted and used a certain word for a mathematical concept and how the students interpreted the same word. Our findings illuminate common challenges faced when trying to build a community of inquiry in the classroom.

Place, publisher, year, edition, pages
Trondheim: Tapir Academic Press , 2007. 299-310 p.
Identifiers
URN: urn:nbn:se:ltu:diva-32218Local ID: 6a42beb0-fcb9-11db-b816-000ea68e967bISBN: 978-82-519-2212-8 (print)OAI: oai:DiVA.org:ltu-32218DiVA: diva2:1005452
Conference
Nordic Conference on Mathematics Education : 02/09/2005 - 06/09/2005
Note
Uppr├Ąttat; 2007; 20070507 (ysko)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

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Grevholm, Barbro

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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