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Reinterpreting the numerical discourse: a commognitive study of teachers' support of students' transition into the proving discourse.

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Title: Reinterpreting the numerical discourse: a commognitive study of teachers' support of students' transition into the proving discourse.
Authors: Klock, Sigrid Iversen1 (AUTHOR) sigrid.iversen@ntnu.no
Source: Research in Mathematics Education. Apr2026, Vol. 28 Issue 1, p77-97. 21p.
Subject Terms: *Educators, *Educational support, *Discourse analysis, *Discourse, *Academic support programs, Mathematical proofs
Abstract: Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumption that a change in the uses of words, visual mediators, narratives, and routines implicitly conveys the meta-rules of the proving discourse. Teachers' reinterpretations of the four discursive aspects are thus recognised as promoting interdiscursivity. With data from an intervention in a Norwegian primary school, interdiscursive moves are identified by analysing the practice of two teachers with no experience with teaching proof. Illustrating examples show teachers interacting with students in small groups or whole-class situations, showing how blending two discourses can play out. The episodes confirm the complexity of teaching proof and illustrate the rich potential for scaffolding students' learning. The article sharpens the commognitive lens on proof learning and emphasises the role of the old discourse in interdiscursive situations. [ABSTRACT FROM AUTHOR]
Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reinterpreting the numerical discourse: a commognitive study of teachers' support of students' transition into the proving discourse.
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  Data: Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumption that a change in the uses of words, visual mediators, narratives, and routines implicitly conveys the meta-rules of the proving discourse. Teachers' reinterpretations of the four discursive aspects are thus recognised as promoting interdiscursivity. With data from an intervention in a Norwegian primary school, interdiscursive moves are identified by analysing the practice of two teachers with no experience with teaching proof. Illustrating examples show teachers interacting with students in small groups or whole-class situations, showing how blending two discourses can play out. The episodes confirm the complexity of teaching proof and illustrate the rich potential for scaffolding students' learning. The article sharpens the commognitive lens on proof learning and emphasises the role of the old discourse in interdiscursive situations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/14794802.2024.2388064
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        Text: English
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      – SubjectFull: Discourse analysis
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              Text: Apr2026
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