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Mathematics teacher knowledge-in-interaction: a discursive psychology approach

Abstract:

Mathematics teacher knowledge has been researched from a wide variety of perspectives and using a variety of methods. In this paper the focus is on knowledge-in-interaction and how teacher knowledge can be examined through teachers' interactions with students, in the moment. Using a discursive psychology approach transcripts of whole class interactions are examined to reveal how we can consider teacher knowledge through looking at how the teacher designs their turns in response to what thei...

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Publication status:
Published
Peer review status:
Peer reviewed

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Department:
Linacre College

Contributors

Role:
Editor
Role:
Editor
Role:
Editor
Lucy Halsall Fund More from this funder
Publisher:
International Group for the Psychology of Mathematics Education Publisher's website
Publication date:
2016-08-06
Acceptance date:
2016-04-13
Pubs id:
pubs:640254
URN:
uri:c235105c-090d-476d-90be-e8de4b213e26
UUID:
c235105c-090d-476d-90be-e8de4b213e26
Local pid:
pubs:640254

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