Interdiscursivity and developing mathematical discourse for teaching

Reidar Mosvold (1)

1 University of Stavanger

This paper aims at further elaborating on a redefined theory of mathematical knowledge for teaching in terms of participation in discourse. This redefined theory of mathematical discourse for teaching is used to analyze data from mentoring sessions in initial teacher education. The results indicate that the mentor teacher, who is a more central participant in the mathematical discourse for teaching, is able to more dynamically switch between the different discourses related to mathematics teaching than the pre-service teachers—referred to as interdiscursivity.

Mots clés: MKT; discourse; teacher education; mentoring dialogues

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Reidar Mosvold. Interdiscursivity and developing mathematical discourse for teaching. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3079-3085. ⟨hal-01289783⟩