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Student-initiated communication with the teacher: field, mode and tenor
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2012 (English)In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar, Umeå, January 24-25, 2012 / [ed] Christer Bergsten; Eva Jablonka; Manya Sundström, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2012, 181-190 p.Conference paper (Refereed)
Abstract [en]

This paper reports from one part of a study of upper-secondary mathematics classrooms in Sweden. In Sweden, individual work on textbook exercises constitutes a large part of upper-secondary mathematics education. During such work, the teacher is available to students as a resource to use in their work. In this part of the study, the focus is on how students in such textbook-based mathematics lessons make use of the available resources. In this paper, student-initiated communication with the teacher is discussed, in order to build on and extend a previous analysis of how the students make use of the teacher.

Place, publisher, year, edition, pages
Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2012. 181-190 p.
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 9
Research subject
Mathematics Education
URN: urn:nbn:se:ltu:diva-39222Local ID: dde27406-7a30-4136-b4b7-49e62acf59d7ISBN: 978-91-973934-8-5 (print)OAI: diva2:1012731
Matematikdidaktiska forskningsseminariet : 24/01/2012 - 25/01/2012
Validerad; 2012; 20121211 (mikrho)Available from: 2016-10-03 Created: 2016-10-03Bibliographically approved

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Rohdin, Mikaela
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Education, Language, and Teaching

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