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The teaching of functions as a discursive practice: University mathematics teaching from a commognitive standpoint
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0002-4909-1914
2012 (engelsk)Inngår i: Proceedings of the 12th international congress on mathematical education, 2012, s. 1559-1568Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports on a study of the teaching of functions in undergraduate courses in mathematics at three Swedish universities. In this paper excerpts from the lectures of the seven participating teachers are analysed, using commognitive theory. Characteristic features of the teachers’ discourses about functions are presented, focusing on routines – repetitive patterns characteristic of the discourse. The discursive practices are found to contain two intertwined discourses – mathematical discourse and discourse of mathematics teaching. Routines specific to the mathematical discourse are construction and substantiation routines, while the didactical routines include motivation, explanation, activation and recall routines.

sted, utgiver, år, opplag, sider
2012. s. 1559-1568
Emneord [en]
Functions, discourse, teaching, tertiary mathematics, commognition
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-25713OAI: oai:DiVA.org:hig-25713DiVA, id: diva2:1161728
Konferanse
The 12th international congress on mathematical education, 8-15 July 2012, Seuol, South Korea
Tilgjengelig fra: 2017-11-30 Laget: 2017-11-30 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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