Developing a Framework to Understand Mathematics at the Teacher/Learner Interface

• In Event: Teachers’ Mathematical Thinking and Learning

Abstract

In this paper we develop, and analyse, a framework which can be used to explore mathematics teachers’ pedagogic practice, by means of analysing the ‘narrative’ of the mathematics lesson within an activity system. The teacher’s narrative, it is proposed, can be considered as an interweaving of mathematical and interactional strands - the means by which teachers engage students with and mediate the mathematics. Drawing on case study data collected in the ethnographic tradition (as part of a large UK ESRC funded project), the study develops better understandings of discourse in mathematics classrooms, in particular mathematics teacher ‘narrative’- this is particularly timely as current curriculum initiatives in mathematics encourage and support communication in the mathematics classroom as the central focus.

Authors

• Geoff Wake, The University of Nottingham

• Birgit Pepin, Hoegskolen i Soer-Troendelag