Aspects of a teacher’s mathematical knowledge in his orchestration of a discussion about rational numbers
Bodil Kleve and Ida Heiberg Solem
In this article we discuss how aspects of a mathematics teacher’s knowledge surfaced in a whole class discussion about decimal numbers, percentages and fractions. Our focus is the teacher’s orchestration of the discussion in order to unpack the mathematical content for the students. His interactive teaching which included questioning and probing students’ contributions in order to make the students take part in the discussion, were important features of this lesson. A range of aspects of the teacher’s mathematical knowledge was revealed in studying the teacher’s pedagogical moves, and we suggest that the interplay between the aspects of his knowledge was crucial in this lesson.
Bodil Kleve is associate professor at Oslo and Akershus University College of Applied Sciences. She was a teacher in school for many years before she started working with mathematics teacher education in 1994. Through classroom research, Kleve has investigated teachers’ implementations of a curriculum reform and teachers’ mathematical knowledge in and for teaching. Related to the research program Utdanning 2020, financed by the Norwegian Research Council, Kleve took part in the large research project, The Didactic Challenge of New Literacies in School and Teacher Education. Kleve has many national and international publications.
Ida Heiberg Solem
Ida Heiberg Solem is associate professor at Oslo and Akershus University College of Applied Science. She was a teacher in upper secondary school and a school leader before she started working with mathematics teacher education in 1993. In her work as a teacher educator, she is involved with in service training of teachers, and she has written several textbooks for teacher education. Her research interest is mainly communication in the mathematics classroom.