Examining mathematical discourse to understand in-service teachers’ mathematical activities

dc.creator	Margot Berger
dc.date	2013-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:15Z
dc.date.available	2015-08-12T11:29:15Z
dc.identifier	10.4102/pythagoras.v34i1.197
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/8378e006ef654187bbaf61fe0fe25fbb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30806
dc.description	In this article I use Sfard’s theory of commognition to examine the surprising activities of a pair of in-service mathematics teachers in South Africa as they engaged in a particular mathematical task which allowed for, but did not prescribe, the use of GeoGebra. The (pre-calculus) task required students to examine a function at an undefined point and to decide whether a vertical asymptote is associated with this point or not. Using the different characteristics of mathematical discourse, I argue that the words that students use really matter and show how a change in one participant’s use of the term ‘vertical asymptote’ constituted and reflected her learning. I also show how the other participant used imitation in a ritualised routine to get through the task. Furthermore I demonstrate how digital immigrants may resist the use of technology as the generator of legitimate mathematical objects.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/197
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 34, Iss 1, Pp 1-10 (2013)
dc.subject	Commognition
dc.subject	technology
dc.subject	discourse analysis
dc.subject	teacher education
dc.subject	removable discontinuity
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Examining mathematical discourse to understand in-service teachers’ mathematical activities
dc.type	article