Abstract
In this paper, I present the process of developing a framework for analysing verbal metacommunications, in the context of a new mathematics teacher educator working with in-service teachers of mathematics. The interest in analysing verbal metacommunication arises from reflecting on the process of becoming a mathematics teacher educator, as I am learning how to respond in-the-moment to teachers of mathematics as they talk about teaching. Responding to teachers with verbal metacommunication appears to be significant in terms of supporting teachers in their own learning. There is currently no existing framework, within the mathematics education literature, for making systematic distinctions between types of verbal metacommunications in supporting group discussion.
| Original language | English |
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| Title of host publication | Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education |
| Place of Publication | Umeå, Sweden |
| Publication status | Published - 12 Jul 2018 |
| Event | 42nd Conference of the International Group for the Psychology of Mathematics Education - Umeå, Sweden, Umeå, Sweden Duration: 3 Jul 2018 → 8 Jul 2018 |
Conference
| Conference | 42nd Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME 42 |
| Country/Territory | Sweden |
| City | Umeå |
| Period | 3/07/18 → 8/07/18 |
