Toward a semiotic account of practice-based mathematics teacher education
Résumé
We sketch components of a descriptive theory of mathematics teacher education, aimed at raising
empirical questions about practice-based mathematics teacher education (PBMTE) and the
meanings that are transacted therein. We briefly describe PBMTE and pose the question of what
meanings are transacted in this practice. We draw on our theoretical work on the practical rationality
of mathematics teaching, bringing in the notion of instructional exchange to problematize the
transaction of meanings in PBMTE and a multimodal semiotics perspective inspired by systemic
functional linguistics to articulate how the meanings transacted in PBMTE can be accounted for.
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