Interdiscursivity and developing mathematical discourse for teaching

被引：0
|
作者：
Mosvold, Reidar [1 ]
机构：
[1] Univ Stavanger, Fac Arts & Educ, Stavanger, Norway
来源：
PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) | 2015年
关键词：
MKT; discourse; teacher education; mentoring dialogues; CLASSROOM; KNOWLEDGE;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper aims at further elaborating on a redefined theory of mathematical knowledge for teaching in terms of participation in discourse. This redefined theory of mathematical discourse for teaching is used to analyze data from mentoring sessions in initial teacher education. The results indicate that the mentor teacher, who is a more central participant in the mathematical discourse for teaching, is able to more dynamically switch between the different discourses related to mathematics teaching than the pre-service teachers-referred to as interdiscursivity.
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页码：3079 / 3085
页数：7
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