Mediated action in teachers’ discussions about mathematics tasks

Claire Vaugelade Berg; Anne Berit Fuglestad; Simon Goodchild; Bharath Sriraman

doi:10.1007/s11858-012-0423-0

Mediated action in teachers’ discussions about mathematics tasks

Claire Vaugelade Berg
, Anne Berit Fuglestad
, Simon Goodchild
, Bharath Sriraman

Mathematical Sciences

University of Agder

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic triangle is thus displaced by the task and learning mathematics may be relegated to a subordinate position.

Original language	English
Pages (from-to)	677-689
Number of pages	13
Journal	ZDM - International Journal on Mathematics Education
Volume	44
Issue number	5
DOIs	https://doi.org/10.1007/s11858-012-0423-0
State	Published - Aug 1 2012

Funding

It was a binary project in the sense that although conceived and led as a unity, the funding for the two elements, research and development, came from different sources. TBM was funded as a research project partly by the Research Council of Norway and partly by the Competence Development Fund of Southern Norway (SKF). LBM was funded as a development project, steered by school authorities and teachers, but operationalized by didacticians. LBM was funded by SKF.

Keywords

Didactic triangle
Mathematics teaching development
Mediation
Tasks

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10.1007/s11858-012-0423-0

Cite this

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title = "Mediated action in teachers{\textquoteright} discussions about mathematics tasks",

abstract = "This paper presents analyses of teachers{\textquoteright} discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called {\textquoteleft}didactic triangle{\textquoteright} form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic triangle is thus displaced by the task and learning mathematics may be relegated to a subordinate position.",

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doi = "10.1007/s11858-012-0423-0",

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AU - Berg, Claire Vaugelade

AU - Fuglestad, Anne Berit

AU - Goodchild, Simon

AU - Sriraman, Bharath

N1 - Publisher Copyright: © FIZ Karlsruhe 2012.

PY - 2012/8/1

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N2 - This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic triangle is thus displaced by the task and learning mathematics may be relegated to a subordinate position.

AB - This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic triangle is thus displaced by the task and learning mathematics may be relegated to a subordinate position.

KW - Didactic triangle

KW - Mathematics teaching development

KW - Mediation

KW - Tasks

UR - https://www.scopus.com/pages/publications/84898758592

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JO - ZDM - International Journal on Mathematics Education

JF - ZDM - International Journal on Mathematics Education

IS - 5

ER -

Mediated action in teachers’ discussions about mathematics tasks

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