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Justifications for mathematics teaching: A case study of a mathematics teacher in collegial collaboration
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-2896-0890
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, European Socitey for Research in Mathematics Education , 2015, 1637-1643 p.Conference paper (Refereed)
Abstract [en]

The broad interest of this paper lies in how a mathematics teacher, Mary, justifies her professional decision making. The reported study draws on aspects of a PhD project and analyses Mary's communications within a collaborative teacher meeting focused on the teaching of mathematics to grade five students. The analysis, drawing on social semiotics, highlighted the significance of artefacts, such as multiplication tests, in Mary's articulated decision making. We also give account for what is addressed in a teacher's justifications and how the teacher relates to her students in the justifications. Finally, we discuss the wider social and political context in which the teacher is working.

Place, publisher, year, edition, pages
European Socitey for Research in Mathematics Education , 2015. 1637-1643 p.
Keyword [en]
Mathematics teacher, mathematics teaching, teacher collaboration, case study, social semiotics
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-129749OAI: oai:DiVA.org:su-129749DiVA: diva2:924340
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, February 2015, Prague, Czech Republic
Available from: 2016-04-28 Created: 2016-04-28 Last updated: 2016-04-29Bibliographically approved

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Pansell, AnnaBjörklund-Boistrup, Lisa
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