%0 Journal Article
%T Examining mathematical discourse to understand in-service teachers¡¯ mathematical activities
%A Margot Berger
%J Pythagoras
%D 2013
%I AOSIS OpenJournals
%R 10.4102/pythagoras.v34i1.197
%X In this article I use Sfard¡¯s theory of commognition to examine the surprising activities of a pair of in-service mathematics teachers in South Africa as they engaged in a particular mathematical task which allowed for, but did not prescribe, the use of GeoGebra. The (pre-calculus) task required students to examine a function at an undefined point and to decide whether a vertical asymptote is associated with this point or not. Using the different characteristics of mathematical discourse, I argue that the words that students use really matter and show how a change in one participant¡¯s use of the term ¡®vertical asymptote¡¯ constituted and reflected her learning. I also show how the other participant used imitation in a ritualised routine to get through the task. Furthermore I demonstrate how digital immigrants may resist the use of technology as the generator of legitimate mathematical objects.
%K Commognition
%K technology
%K discourse analysis
%K teacher education
%K removable discontinuity
%U http://www.pythagoras.org.za/index.php/pythagoras/article/view/197