Record Details

Examining mathematical discourse to understand in-service teachers’ mathematical activities


Field Value
Title Examining mathematical discourse to understand in-service teachers’ mathematical activities
Creator Berger, Margot
Subject Education; Mathematics Education Commognition; technology; discourse analysis; teacher education; removable discontinuity
Description In this article I use Sfard’s theory of commognition to examine the surprising activities of a pair of in-service mathematics teachers in South Africa as they engaged in a particular mathematical task which allowed for, but did not prescribe, the use of GeoGebra. The (pre-calculus) task required students to examine a function at an undefined point and to decide whether a vertical asymptote is associated with this point or not. Using the different characteristics of mathematical discourse, I argue that the words that students use really matter and show how a change in one participant’s use of the term ‘vertical asymptote’ constituted and reflected her learning. I also show how the other participant used imitation in a ritualised routine to get through the task. Furthermore I demonstrate how digital immigrants may resist the use of technology as the generator of legitimate mathematical objects.
Publisher AOSIS Publishing
Contributor National REsearch Foundation, South Africa
Date 2013-04-19
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Qualitative research
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v34i1.197
Source Pythagoras; Vol 34, No 1 (2013); 10 pages 2223-7895 1012-2346
Language eng
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Coverage Developing country; South Africa Post-apartheid South Africa 30–50 years old; male and female
Rights Copyright (c) 2013 Margot Berger