id: 06241647
dt: a
an: 2014a.00087
au: Ejersbo, Lisser Rye
ti: From theory to practice and back again. Communication issues in the
mathematical classroom.
so: Grevholm, Barbro (ed.) et al., Nordic research in didactics of mathematics:
past, present and future. Oslo: Cappelen Damm Akademisk (ISBN
978-82-02-39348-9/pbk). 130-147 (2013).
py: 2013
pu: Oslo: Cappelen Damm Akademisk
la: EN
cc: B50 D20 C70 C50
ut: meta-diadactial transposition; virtual monologue; mathematical
communication; reflection activities; in-service teaching; Danish
teachers; taxi-cap scenario; theory and practice
ci:
li:
ab: Summary: This article is concerned with the professional development of
mathematics teachers. It starts with a need, identifies a problem, and
suggests some ways of coping with the problem. The need includes
teachers’ mathematical communication and reflection skills in their
practice and some tools for analysing their practice on a more
conceptual level. Through a method called meta-didactical
transposition, I describe how an idea from the research literature, the
virtual monologue, has been transposed from a tool for researchers to a
tool for teachers. In a workshop activity, the participants were
presented with an authentic mathematical communication, collected among
the participating teachers, and the task was to create virtual
monologues for these communications. The article focuses on an exercise
in interpretation from a first-order and a second-order perspective of
a simple classroom story ‒ the taxi-cab scenario ‒ as told by the
classroom teacher.
rv: