Abstract
We report on the design and implementation of teacher guidelines in a didactic sequence that was developed in the frame of a design-based research study. The guidelines are anchored in the frame of the Theory of Semiotic Mediation and the hypothesis was that the guidelines could support the teachers’ management in the classroom discussions. We elaborate on the teacher guidelines design and present results of analysis from a classroom discussion as well as an interview with the teacher. Our results show an implementation that was not particularly effective, and that the teacher followed the guidelines only to some extent. We discuss the dilemma of developing condensed guidelines while trying to convey underpinnings of an elaborate theoretical frame.
| Original language | English |
|---|---|
| Title of host publication | Bringing Nordic mathematics education into the future |
| Subtitle of host publication | Preceedings of Norma 20, The ninth Nordic Conference on Mathematics Education Oslo, 2021 |
| Editors | G. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, J. Radišić, J. Ö. Sigurjónsson, O. Viirman, A. Wernberg |
| Place of Publication | Göteborg |
| Publisher | Swedish Society for Research in Mathematics Education |
| Pages | 97-104 |
| Number of pages | 8 |
| ISBN (Electronic) | 978-91-984024-6-9 |
| Publication status | Published - 2022 |
Keywords
- Teaching
- Teachers
- Teacher guidelines
- Dynamic Geometry Environments
- The theory of semiotic mediation