Examining mathematical discourse to understand in-service teachers’ mathematical activities
Pythagoras
| Field | Value | |
| Title | Examining mathematical discourse to understand in-service teachers’ mathematical activities | |
| Creator | Berger, Margot | |
| 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 | |
| Date | 2013-04-19 | |
| Identifier | 10.4102/pythagoras.v34i1.197 | |
| Source | Pythagoras; Vol 34, No 1 (2013); 10 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/197/300
https://pythagoras.org.za/index.php/pythagoras/article/view/197/301
https://pythagoras.org.za/index.php/pythagoras/article/view/197/302
https://pythagoras.org.za/index.php/pythagoras/article/view/197/299
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