Tasara, I orcid.org/0000-0002-1864-7609 (2018) Making sense of the teaching of calculus from a commognitive perspective. In: Bergqvist, E, Österholm, M, Granberg, C and Sumpter, L, (eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. PME 42: 42nd Conference of the International Group for the Psychology of Mathematics Education, 03-08 Jul 2018, Umeå, Sweden. PME , pp. 267-274. ISBN 978-91-7601-905-4
Abstract
Examining the discourse through the lens of commognition theory allowed an investigation of how teachers of mathematics teach elementary calculus. Analysing the teachers’ word use and narratives provided insights into the specialisation of the mathematical language used in the discourse. Analysing the visual mediators, routines and meta-rules used in the classroom discourse, but more importantly, how and when they were used, explained the modes of mediation used in teaching elementary calculus.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 left to the authors. All rights reserved. This is an author produced version of an article published in Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Uploaded in accordance with the publisher's self-archiving policy. |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 27 Jul 2018 10:27 |
Last Modified: | 20 Sep 2019 01:16 |
Published Version: | http://www.igpme.net/publications/current-proceedi... |
Status: | Published |
Publisher: | PME |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:133892 |