The subject of mathematics, based on my experience, is not something that students perceive as creative or exploratory. It seems to be common for teachers to struggle with implementing exploratory teaching methods. This study examines how teachers utilize realizations in various types of responses when students indicate, in some way, that they are not engaged in the mathematical discourse. The aim is to determine if this approach can enhance an investigative character in teaching. It is conducted using a modified version of the RTA tool and a modified version of Dimenäs' (1995) didactic response framework. A teacher's lessons have been transcribed, analyzed, and coded to identify correlations between response and realization. It was found that the teacher primarily exhibits a controlling character, and initially using multiple categories of realizations leads to a reduced need for categories in the teacher's response.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-225791 |
| Date | January 2023 |
| Creators | Gidstedt, Andreas |
| Publisher | Stockholms universitet, Institutionen för ämnesdidaktik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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