Examining the interpersonal aspects of a mathematics teacher education lecture

Andreas Ebbelind, Tracy Helliwell

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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 present throughout our analyses.
Original languageEnglish
Number of pages9
Publication statusUnpublished - 17 Sept 2021
Event27th Conference of Mathematical Views - University of Bremen, Bremen, Germany
Duration: 15 Oct 202017 Sept 2021
http://www.math.uni-bremen.de/didaktik/tagungen/mavi27/index.html

Conference

Conference27th Conference of Mathematical Views
Abbreviated titleMAVI27
Country/TerritoryGermany
CityBremen
Period15/10/2017/09/21
Internet address

Keywords

  • Mathematics education
  • Mathematics teacher education
  • Mathematics teacher educator
  • Language
  • Systemic function linguistics
  • Enactivism
  • Deficit story

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