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Establishing mathematics for teaching within classroom interactions in teacher education
Mälardalen University, School of Education, Culture and Communication. (M-TERM)ORCID iD: 0000-0002-3329-0177
Linnaeus Univ.
Open Univ, Milton Keynes.
2011 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, no 1, 1-14 p.Article in journal (Refereed) Published
Abstract [en]

Teacher educators’ processes of establishing ‘mathematics for teaching’ in teacher education programs have been recognized as an important area for further research. In this study we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

Place, publisher, year, edition, pages
Springer Netherlands, 2011. Vol. 81, no 1, 1-14 p.
Keyword [en]
Mathematics for teaching, Teacher education, Classroom interaction, Technical terms, Variation Theory
National Category
Social Sciences
Research subject
URN: urn:nbn:se:mdh:diva-14035DOI: 10.1007/s10649-011-9371-9ISI: 000307289700001ScopusID: 2-s2.0-84865415076OAI: diva2:482553
Available from: 2012-02-01 Created: 2012-01-24 Last updated: 2013-12-04Bibliographically approved

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Ryve, Andreas
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