liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Det hänger på decimalen!: Om hur vi formar och bygger meningsmönster i vår omvärld
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2006 (Swedish)In: Nordic Studies in Mathematics Education, ISSN 1104-2176, Vol. 11, no 1, 33-50 p.Article in journal (Refereed) Published
Abstract [en]

This study is about how we build patterns of meaning in the world around us. Our learning and knowledge about the surrounding world begins in what we may call the life world. The dissonance between the environment in and outside school is very distinct in mathematics as a school subject. Students’ interpretations of real life problems may become an obstacle for their learning in mathematics. The focus of the study is how the language in the communicative situation or activity could be understood as a means of construction of meaning. The importance of context and communication in the teaching of mathematics is visualized through analyses of 5 and 6 grade students’ work with a real life task, which involves decimals. Through participation and interaction, in the dialogue, the students develop new patterns of meaning that may facilitate their learning of mathematics.

Place, publisher, year, edition, pages
2006. Vol. 11, no 1, 33-50 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-13058OAI: oai:DiVA.org:liu-13058DiVA: diva2:17748
Available from: 2008-03-19 Created: 2008-03-19 Last updated: 2009-05-29
In thesis
1. På tal om matematik: matematiken, vardagen och den matematikdidaktiska diskursen
Open this publication in new window or tab >>På tal om matematik: matematiken, vardagen och den matematikdidaktiska diskursen
2008 (Portuguese)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this dissertation is to describe and analyze how discourse as a theoretical and didactical concept can help in advancing knowledge about the teaching of mathematics in school. The dissertation has been written within a socio-cultural perspective where active participation and support from artefacts and mediation are viewed as important contributions to the development of understanding. Discourse analysis was used as a theoretical point of departure to grasp language use, knowledge construction and mathematical content in the teaching practises. The collection of empirical data was made up of video and audio tape recordings of the interaction of teachers and pupils in mathematics classrooms when they deal with problem-solving tasks, as well as discussions between student teachers as they engage in planning a teaching situation in mathematics. Discourse analysis was used as a tool to shed light upon how pupils learn and develop understanding of mathematics.

The results of my studies demonstrate that discussions very often are located in either a mathematical or in an every-day discourse. Furthermore, the results demonstrate how change between every-day and mathematical language often takes place unknowingly. Also the results underline that a specific and precise dialogue can contribute towards teachers’ and pupils’ conscious participation in the learning process. Translated into common vocabulary such as speak, think, write, listen and read teachers and pupils would be able to interact over concepts, signs, words, symbols, situations and phenomena in every-day discourse and its mathematical counterpart. When teachers and pupils become aware of discursive boundary crossing in mathematics an understanding of mathematical phenomena can start to develop. Teachers and pupils can construct a meta-language leading to new knowledge and new learning in mathematics.

Abstract [sv]

Syftet med avhandlingen är att beskriva och analysera hur diskurs som teoretiskt- didaktiskt begrepp kan bidra till att utveckla kunskap i och om matematik i skolan. Avhandlingen skrivs utifrån ett sociokulturellt perspektiv där aktivt deltagande med hjälp av artefakter och mediering är viktiga bidrag till förståelsen. För att få syn på språket, kunskapen och matematiken i matematikundervisningen används diskursanalys som teoretisk utgångspunkt och metod.

Data insamlingen består av video- och ljudbandsinspelningar av lärares och elevers samtal i ett matematikklassrum då de arbetar med problemlösning och lärarstudenters samtal när de planerar en undervisningssituation i matematik. Diskusanalys har använts som ett redskap för att upptäcka hur elever lär och utvecklar sin förståelse av matematik.

Resultaten visar att i mina studier befinner sig samtalet ofta antingen i en matematisk eller i en vardaglig diskurs. Växlingen mellan vardagligt och matematiskt språk sker ofta omedvetet. I avhandlingen understryks att ett specifikt och precist samtal i matematik underlättar ömsesidig förståelse och kan bidra till att lärare och elever blir delaktiga i lärandet.

Med hjälp av orden tala, tänka, skriva, lyssna och läsa skulle lärare och elever kunna interagera kring begrepp, tecken, ord, symboler, situationer och företeelser i den vardagliga och den matematiska diskursen och förståelse skulle lättare kunna äga rum i matematik. Genom att lärare och elever blir medvetna om hur de passerar diskursiva gränser både i matematiken och mellan matematik och vardag kan förståelse klargöras. Lärare och elever skulle kunna utveckla ett metaspråk som leder till ny kunskap och nytt lärande inom matematiken i skolan.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2008. 40 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 129
Keyword
school-mathematics, every-day life, discourse, education, language, discursive boundary crossing, meta-language, Skolmatematik, vardag, diskurs, didaktik, språk, diskursiva gränser, metaspråk
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-11337 (URN)978-91-7393-948-5 (ISBN)
Public defence
2008-04-11, Eklundska salen, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2008-03-19 Created: 2008-03-19 Last updated: 2013-05-06Bibliographically approved

Open Access in DiVA

No full text

Other links

Link to articleLink to Ph.D. thesis

Authority records BETA

Riesbeck, Eva

Search in DiVA

By author/editor
Riesbeck, Eva
By organisation
Department of Behavioural Sciences and LearningFaculty of Educational Sciences
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 212 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf