Enhancing Mathematics Communication using Critical Aspects and Dimensions of Variation

Autor/inn/en	Olteanu, Constanta; Olteanu, Lucian
Titel	Enhancing Mathematics Communication using Critical Aspects and Dimensions of Variation
Quelle	In: International Journal of Mathematical Education in Science and Technology, 44 (2013) 4, S.513-522 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2012.742153
Schlagwörter	Mathematics Instruction; Classroom Communication; Mathematics Teachers; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Faculty Development; Educational Objectives; Learning; Foreign Countries; Qualitative Research; Sweden + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Klassengespräch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule; Educational objective; Bildungsziel; Erziehungsziel; Lernen; Ausland; Qualitative Forschung; Schweden
Abstract	This article deals with two prominent topics in the field of mathematics education: the communication in mathematics and its teaching and learning and the continuous professional development of mathematics teachers. In this article, a framework is proposed for analysing the effectiveness of communication in mathematics classrooms. The presentation is based on data collected, during a 3-year period, while different objects of learning is presented in nine classes, and it includes 22 teachers and 884 students. Among other things, the data consist of the students' tests, the teachers' lessons plan and reports of the lessons' instructions. In the analysis, concepts relating to variation theory have been used as analytical tools. The results show that effective communication occurs in the classroom if it has the real critical aspects in student learning as its starting point. Also, the results show that teachers develop new strategies to present the contents by having the focus to open up dimensions of variation. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10