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The teaching of functions as a discursive practice: University mathematics teaching from a commognitive standpoint
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.ORCID iD: 0000-0002-4909-1914
2012 (English)In: Proceedings of the 12th international congress on mathematical education, 2012, 1559-1568 p.Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
2012. 1559-1568 p.
Keyword [en]
Functions, discourse, teaching, tertiary mathematics, commognition
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-25713OAI: oai:DiVA.org:hig-25713DiVA: diva2:1161728
Conference
The 12th international congress on mathematical education
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2017-11-30

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Viirman, Olov
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CiteExportLink to record
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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
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Output format
  • html
  • text
  • asciidoc
  • rtf