Examining interpersonal aspects of a mathematics teacher education lecture

Andreas Ebbelind; Tracy Helliwell

doi:10.31129/LUMAT.12.1.2147

Authors

Andreas Ebbelind Linnaeus University, Sweden https://orcid.org/0000-0001-8452-6357
Tracy Helliwell University of Bristol, UK https://orcid.org/0000-0002-9681-5540

DOI:

https://doi.org/10.31129/LUMAT.12.1.2147

Keywords:

mathematics teacher education, mathematics teacher educator, enactivism, systemic functional linguistics, language

Abstract

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

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