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What we talk about when we talk about functions: Characteristics of the function concept in the discursive practices of three university teachers
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
2013 (English)In: Proceedings of the EightCongress of the European Society for Research in Mathematics Educa / [ed] Behiye Ubuz, Çi ğ dem Haser, Maria Alessandra Mariotti, Middle East Technical University, Ankara, Turkey , 2013, 2466-2475 p.Conference paper (Other academic)
Place, publisher, year, edition, pages
Middle East Technical University, Ankara, Turkey , 2013. 2466-2475 p.
National Category
Mathematics Pedagogy
Research subject
URN: urn:nbn:se:kau:diva-31197ISBN: 978-975-429-315-9 (print)OAI: diva2:693832
Verme 8, 6-10 february 2013, Side/Antalya, Turkey
Available from: 2014-02-05 Created: 2014-02-05 Last updated: 2014-03-03Bibliographically approved
In thesis
1. The function concept and university mathematics teaching
Open this publication in new window or tab >>The function concept and university mathematics teaching
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. 100 p.
Karlstad University Studies, ISSN 1403-8099 ; 2014:12
mathematics, university education, commognitive framework, function concept, discourse, teaching
National Category
Other Mathematics
Research subject
urn:nbn:se:kau:diva-31205 (URN)978-91-7063-543-4 (ISBN)
Public defence
2014-03-21, 99:133, Hus Freja, Högskolan i Gävle, Gävle, 13:00 (English)
Available from: 2014-02-27 Created: 2014-02-05 Last updated: 2015-12-29Bibliographically approved

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