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Mathematical meaning making and textbook tasks
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2007 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 27, no 1, p. 45-51Article in journal (Refereed) Published
Abstract [en]

This article reports from a study of mathematics classrooms. It is about the interaction that emerges when students are solving tasks from the textbook and the teacher gives individual assistance. The interest lies in the task and the way in which the teacher-student interaction is influenced by the textbook. An analysis of classroom episodes reveals control features of the textbook and shows that a textbook task, in an interrelationship with a teacher, can cause ambiguity as well as generate mathematical discussions.

Place, publisher, year, edition, pages
2007. Vol. 27, no 1, p. 45-51
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:ltu:diva-6153Local ID: 45b3b6f0-a4af-11dc-8fee-000ea68e967bOAI: oai:DiVA.org:ltu-6153DiVA: diva2:979030
Note
Validerad; 2007; 20071207 (monjoh)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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