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dc.contributor.authorRønning, Frode
dc.date.accessioned2021-02-22T14:38:23Z
dc.date.available2021-02-22T14:38:23Z
dc.date.created2021-01-10T17:36:44Z
dc.date.issued2020
dc.identifier.citationZDM: Mathematics Education. 2020, .en_US
dc.identifier.issn1863-9690
dc.identifier.urihttps://hdl.handle.net/11250/2729580
dc.description.abstractThis paper is based on data from two teaching sequences in primary school that are designed using principles from the theory of didactical situations (TDS). The following research question is addressed: “What opportunities can a teaching design based on TDS give a teacher to gain insight into pupils’ language use, and to use this insight to establish shared, and mathematically acceptable, knowledge in a group of primary school pupils?” Empirical data from one teaching sequence on geometrical shapes and another teaching sequence on combinatorial problems are used to answer this question. The research shows that a sharp focus on well-defned learning goals does not limit the pupils’ possibilities in expressing their thoughts and ideas in their own language. The research also shows that despite clear learning goals, the teacher has rich opportunities to build on pupils’ language to connect everyday and scientifc language for the purpose of developing a mathematically accepted discourse.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleOpportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situationsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber12en_US
dc.source.journalZDM: Mathematics Educationen_US
dc.identifier.doi10.1007/s11858-020-01199-x
dc.identifier.cristin1868375
dc.description.localcodeThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.en_US
cristin.ispublishedtrue
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