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Establishing mathematics for teaching within classroom interactions in teacher education

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Abstract

Teacher educators’ processes of establishing “mathematics for teaching” in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

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Notes

  1. This was changed in August 2011.

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Authors and Affiliations

  1. Mälardalen University, Västerås, Sweden

    Andreas Ryve

  2. Stockholm University, Stockholm, Sweden

    Andreas Ryve

  3. University of Oxford, Oxford, UK

    Andreas Ryve

  4. Linnaeus University, Växjö, Sweden

    Per Nilsson

  5. Open University, Milton Keynes, UK

    John Mason

  6. School of Education, Box 883, 721-23, Västerås, Sweden

    Andreas Ryve

Authors
  1. Andreas Ryve
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  2. Per Nilsson
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  3. John Mason
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Correspondence to Andreas Ryve.

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Ryve, A., Nilsson, P. & Mason, J. Establishing mathematics for teaching within classroom interactions in teacher education. Educ Stud Math 81, 1–14 (2012). https://doi.org/10.1007/s10649-011-9371-9

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  • DOI: https://doi.org/10.1007/s10649-011-9371-9

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