A Study of Pre-Service Primary Teachers' Discourse When Solving Didactic-Mathematical Tasks

Autor/inn/en	Toscano, Rocío; Gavilán-Izquierdo, José María; Sánchez, Victoria
Titel	A Study of Pre-Service Primary Teachers' Discourse When Solving Didactic-Mathematical Tasks
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 11, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Instruction; Problem Solving; Discourse Analysis; Preservice Teachers; Elementary School Teachers; Task Analysis; Audio Equipment; Communities of Practice; Group Discussion; State Universities; Language Usage; Foreign Countries; Teacher Student Relationship; Spain + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufgabenanalyse; Audio-CD; Community; Gruppendiskussion; Staatliche Universität; Sprachgebrauch; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Spanien
Abstract	From a commognitive approach, this article focuses on the discourse generated by preservice primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close to the one of primary teachers is beginning to emerge. The sources of data were audio-recordings of group discussions and group reports. Two different discourses were identified in our results. One is the discourse generated by pre-service teachers when adopt the role of students of any level who have to solve a task proposed in the classroom. The other discourse is linked to the adoption of a role close to their future professional work. If we consider that the acquisition of a specific discourse enables future teachers to integrate into the community of practice of primary teachers, the role of the different discourses becomes a relevant element in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01