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dc.contributor.authorEriksen, Elisabeta
dc.contributor.authorHovik, Ellen Konstanse
dc.contributor.authorKjensli, Grethe
dc.date.accessioned2022-05-04T09:25:28Z
dc.date.available2022-05-04T09:25:28Z
dc.date.created2021-08-13T12:52:22Z
dc.date.issued2021
dc.identifier.isbn9789198402438
dc.identifier.issn1651-3274
dc.identifier.urihttps://hdl.handle.net/11250/2994087
dc.description.abstractIn this article, we report on the challenges of enacting a dialogic approach to teaching mathematics. Using the five principles and three repertoires of dialogic teaching as theoretical framework, we draw on interviews and classroom observations of a secondary-school teacher who aspired to teach mathematics through dialogue. We analysed his accounts and videos of his lessons to identify his strategies for dialogic teaching and challenges in implementing these. We found that the usefulness of strategies for dialogue changed over time and that some challenges were manifestations of tensions between the five principles, and thus intrinsic to dialogic teaching. Specifically, concerns for broad participation needed to be balanced against concerns for mathematical content, while the pursuit of a specific mathematical goal – the purposeful principle – lead to missed opportunities for chaining ideas into coherent lines of thinking and understanding – the cumulative principle.en_US
dc.language.isoengen_US
dc.publisherSvensk förening för matematikdidaktisk forskningen_US
dc.relation.ispartofBringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021
dc.relation.ispartofseriesSMDFs skriftserie;Nr. 14
dc.subjectDialogic teachingen_US
dc.subjectCumulative principleen_US
dc.subjectSystems of linear equationsen_US
dc.titleChallenges in Enacting Classroom Dialogueen_US
dc.typeChapteren_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© Given to the authors 2021en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
dc.identifier.doihttp://matematikdidaktik.org/index.php/madifs-skriftserie/
dc.identifier.cristin1925806
dc.source.journalSkrifter från Svensk Förening för MatematikDidaktisk Forskningen_US
dc.source.volume14en_US
dc.source.issue14en_US
dc.source.pagenumber41-48en_US
dc.relation.projectNorges forskningsråd: 287132en_US


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