Examining interpersonal aspects of a mathematics teacher education lecture

Authors

DOI:

https://doi.org/10.31129/LUMAT.12.1.2147

Keywords:

mathematics teacher education, mathematics teacher educator, enactivism, systemic functional linguistics, language

Abstract

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

References

Beswick, K., & Goos, M. (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, (21)5, 417–427. https://doi.org/10.1007/s10857-018-9416-4

Brown, L. (2015). Researching as an enactivist mathematics education researcher. ZDM Mathematics Education, 47(2), 185–196. https://doi.org/10.1007/s11858-015-0686-3

Coles, A. (2015). On enactivism and language: Towards a methodology for studying talk in mathematics classrooms. ZDM Mathematics Education, 47(2), 235–246. https://doi.org/10.1007/s11858-014-0630-y

Ebbelind, A. (2020). Becoming recognised as mathematically proficient: The role of a primary school teacher education programme [Doctoral dissertation]. Linnaeus University, Linnaeus, Sweden.

Gee, P. (2010). An introduction to discourse analysis: Theory and method (3rd ed.). Routledge. https://doi.org/10.4324/9780203847886

Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press.

Helliwell, T., & Ebbelind, A. (in press). Combining enactivism with systemic functional linguistics: A methodology for examining (mathematics teacher educator) language. Journal of Mathematics Teacher Education.

Maheux, JF., & Proulx, J. (2015). Doing|mathematics: Analysing data with/in an enactivist-inspired approach. ZDM Mathematics Education, 47(2), 211–221. https://doi.org/10.1007/s11858-014-0642-7

Maturana, H. R., & Varela, F. J. (1998). The tree of knowledge: The biological roots of human understanding (R. Paolucci, Trans.). Shambhala. (Originally published 1987).

Morgan, C. & Sfard, A. (2016). Investigating changes in high-stakes mathematics examinations: a discursive approach. Research in Mathematics Education, 18(2), 92–119. https://doi.org/10.1080/14794802.2016.1176596

Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language: Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger & K. Ruthven (Eds.) Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge. https://doi.org/10.4324/9781315113562-15

Reid, D. (1996). Enactivism as a methodology. In L. Puig & A. Gutierrez (Eds.), Proceedings of the 20th Annual Conference of the International Group for the Psychology of Mathematics Education (vol. 4) (pp. 203-209). http://www.igpme.org/publications/current-proceedings/

Skott J. (2018). Re-centring the Individual in Participatory Accounts of Professional Identity. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (Eds.) Invited Lectures from the 13th International Congress on Mathematical Education. ICME-13 Monographs. Springer. https://doi.org/10.1007/978-3-319-72170-5_33

Skott, J., Mosvold, R., & Sakonidis, C. (2018). Classroom practice and teachers’ knowledge, beliefs and identity. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger & K. Ruthven, (Eds.) Developing Research in Mathematics Education. (pp. 162–180) Routledge. https://doi.org/10.4324/9781315113562-13

Downloads

Published

2024-02-01

How to Cite

Ebbelind, A., & Helliwell, T. (2024). Examining interpersonal aspects of a mathematics teacher education lecture. LUMAT: International Journal on Math, Science and Technology Education, 12(1), 113–125. https://doi.org/10.31129/LUMAT.12.1.2147

Similar Articles

<< < 19 20 21 22 23 24 25 26 27 28 > >> 

You may also start an advanced similarity search for this article.