Tasara, I orcid.org/0000-0002-1864-7609 (2018) Commognitive analysis of a teacher’s mathematical discourse on the derivative. In: Curtis, F, (ed.) BSRLM Proceedings. BSRLM 2017: British Society for Research into Learning Mathematics Conference, 11 Nov 2017, Liverpool, UK. BSRLM
Abstract
Research on the teaching of the derivative (and limit) is still not as extensive as the research on students’ learning of calculus. This paper introduces the commognitive theory and reports on a commognitive analysis of a teacher’s discourse on tangents, gradient and differentiation with a Year 12 class in England. Mathematical discourse is characterised by four commognitive constructs: word use, visual mediators, endorsed narratives and routines. These constructs provide discursive foci for analysing mathematical discourse. Data sets include two face-to-face interviews with the teacher and an observation of an introductory lesson on differential calculus.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Editors: |
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Keywords: | Commognition; Discourse; Word use; Endorsed narratives |
Dates: |
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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 10:06 |
Last Modified: | 01 Aug 2018 13:49 |
Published Version: | http://www.bsrlm.org.uk/publications/proceedings-o... |
Status: | Published |
Publisher: | BSRLM |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:133896 |