Responding to teachers: learning how to use verbal metacommunication as a mathematics teacher educator

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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 languageEnglish
Title of host publicationProceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
Place of PublicationUmeå, Sweden
Publication statusPublished - 12 Jul 2018
Event42nd Conference of the International Group for the Psychology of Mathematics Education - Umeå, Sweden, Umeå, Sweden
Duration: 3 Jul 20188 Jul 2018

Conference

Conference42nd Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME 42
CountrySweden
CityUmeå
Period3/07/188/07/18

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