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- Riesbeck, Eva, 1947-
(författare)
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Interaktion och problemlösning : att kommunicera om och med matematik
- 2000
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa.Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings.The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices.Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.
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| 3. |
- Riesbeck, Eva, 1947-
(författare)
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På tal om matematik : matematiken, vardagen och den matematikdidaktiska diskursen
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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- Säljö, Roger, 1948, et al.
(författare)
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Learning to mode: Coordinating natural language and mathematical operations when solving word problems
- 2009
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Ingår i: Verschaffel, J., Greer, B.,Van Doreen, W., & Mukhopadhyay (Eds.), Words and worlds. Modelling verbal descriptions of situations.. - Rotterdam : Sense Publishers. - 9789087909369 ; , s. 177-193
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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