Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience

Irene Biza; Elena Nardi

Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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Original language	English
Title of host publication	INDRUM2016 Proceedings
Subtitle of host publication	First conference of the International Network for Didactic Research in University Mathematics
Place of Publication	Montpellier, France
Publisher	University of Montpellier
Pages	425-426
Number of pages	2
ISBN (Electronic)	2496-1027
Publication status	Published - 2016
Event	INDRUM2016 - Montpellier, France Duration: 31 Mar 2016 → …

Conference

Conference	INDRUM2016
Country/Territory	France
City	Montpellier
Period	31/03/16 → …

Keywords

MathTASK

Access to Document

INDRUM2016 Biza&NardiSubmitted manuscript, 36 KB
INDRUM2016_Biza_NardiSubmitted manuscript, 288 KB

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. & Nardi, E., 2019, In: International Journal for Lesson and Learning Studies. 9, 1, p. 43-56 14 p.
Research output: Contribution to journal › Article › peer-review

Open Access
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6 Citations (Scopus)

82 Downloads (Pure)

Cite this

Biza, Irene ; Nardi, Elena. / Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience. INDRUM2016 Proceedings: First conference of the International Network for Didactic Research in University Mathematics. Montpellier, France : University of Montpellier, 2016. pp. 425-426

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title = "Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience",

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author = "Irene Biza and Elena Nardi",

year = "2016",

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Biza, I & Nardi, E 2016, Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience. in INDRUM2016 Proceedings: First conference of the International Network for Didactic Research in University Mathematics. University of Montpellier, Montpellier, France, pp. 425-426, INDRUM2016, Montpellier, France, 31/03/16.

Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience. / Biza, Irene ; Nardi, Elena.
INDRUM2016 Proceedings: First conference of the International Network for Didactic Research in University Mathematics. Montpellier, France: University of Montpellier, 2016. p. 425-426.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

TY - CHAP

T1 - Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience

AU - Biza, Irene

AU - Nardi, Elena

PY - 2016

Y1 - 2016

KW - MathTASK

M3 - Chapter (peer-reviewed)

SP - 425

EP - 426

BT - INDRUM2016 Proceedings

PB - University of Montpellier

CY - Montpellier, France

T2 - INDRUM2016

Y2 - 31 March 2016

ER -

Biza I , Nardi E. Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience. In INDRUM2016 Proceedings: First conference of the International Network for Didactic Research in University Mathematics. Montpellier, France: University of Montpellier. 2016. p. 425-426

Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience

Conference

Keywords

Access to Document

Research output

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents

Cite this