Passing a proof message: Student-teacher communication through a commognitive lens

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Type
Conference paper
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Citation
Ho, W. K., Lim, S. H., Tay, E. G., Leong, Y. H., & Teo, K. M. (2019). Passing a proof message: Student-teacher communication through a commognitive lens. In G. Hine, S, Blackley, & A. Cooke (Eds.), Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia - Mathematics Education Research: Impacting Practice (pp. 700-706). The Mathematics Education Research Group of Australasia Inc.
Author
Ho, Weng Kin 
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Lim, Seo Hong
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Tay, Eng Guan 
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Leong, Yew Hoong 
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Teo, Kok Ming 
Abstract
This study employs Sfard’s (2008) socio-cultural theory of Commognition to analyse student teachers’ thinking and communicating practices. Specifically, we investigate the effectiveness of the student teachers’ communication of a particular mathematical proof with reference of the four features of the commognitive framework, i.e., word use, visual mediators, narrative and routines. In this paper, we can report on the routine of the discourse to analyse the quality of mathematical discourse in two situations of “Expert-to-Novice” and “Novice-to-Novice”.
Date Issued
2019
Dataset
https://doi.org/10.25340/R4/XT7ZFR
Description
This paper was published in the 2019 proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of
Australasia Incorporated on “Mathematics Education Research: Impacting Practice” held at Perth, Australia from 30th Jun to 4th Jul 2019