Educational Studies in Mathematics

, Volume 93, Issue 3, pp 293–313

Coding teaching for simultaneity and connections

Examining teachers’ part-whole additive relations instruction
Article

Abstract

In this article, we present a coding framework based on simultaneity and connections. The coding focuses on microlevel attention to three aspects of simultaneity and connections: between representations, within examples, and between examples. Criteria for coding that we viewed as mathematically important within part-whole additive relations instruction were developed. Teachers’ use of multiple representations within an example, attention to part-whole relations within examples, and relations between multiple examples were identified, with teachers’ linking actions in speech or gestures pointing to connections between these. In this article, the coding framework is detailed and exemplified in the context of a structural approach to part-whole teaching in six South African grade 3 lessons. The coding framework enabled us to see fine-grained differences in teachers’ handling of part-whole relations related to simultaneity of, and connections between, representations and examples as well as within examples. We went on to explore the associations between the simultaneity and connections seen through the coding framework in sections of teaching and students’ responses on worksheets following each teaching section.

Keywords

Simultaneity Connections Additive relations Coding framework Primary mathematics Variation theory South Africa 

Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Anna-Lena Ekdahl
    • 1
    • 2
  • Hamsa Venkat
    • 1
    • 2
  • Ulla Runesson
    • 1
    • 2
  1. 1.Jönköping UniversityJönköpingSweden
  2. 2.Univeristy of WitwatersrandJohannesburgSouth Africa

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