| 1. |
- Björklund, Camilla, 1977, et al.
(författare)
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Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 19:3, s. 117-134
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Tidskriftsartikel (refereegranskat)abstract
- This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics education practice. The object of learning for the participants is more specifically how numbers and counting are made content for learning in preschool practice. The educators’ authentic documentations are reflected upon in focus group meetings and further analysed by the researchers to find out what aspects the educators differentiate during the programme. Results show that educators’ learning about content for children’s learning in preschool is a complex process. This process involves several aspects necessary to discern for a professional development to occur, but the collaborative approach seems prosperous in that new aspects are brought to the fore, influencing their reflective practice.
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| 2. |
- Brehmer, Daniel, 1973-, et al.
(författare)
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Facilities for Mathematics Teachers’ Learning from Professional Development Programmes : A Qualitative Systematic Review
- 2024
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Ingår i: Mathematics Teacher Education and Development. - 1442-3901. ; 26:2
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Tidskriftsartikel (refereegranskat)abstract
- It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers’ practice or student learning, while the teachers’ learning is treated as a black box. Calls have been made for a shared body of knowledge on teachers’ professional learning and what supports such learning. In this article, 84 articles from mathematics education journals are examined with respect to facilities and catalysts for teacher learning from PDPs for mathematics teachers. Two main types of PDPs were identified—those that target teacher knowledge growth and those that target changed instruction—and it was determined that the types of facilities for catalysing learning linked to them differ. Typical of PDPs targeting teacher knowledge growth is that they emphasise knowledge of content and teaching, knowledge of content and students and specialised content knowledge; following insight and/or body of knowledge as facilities for catalysing the learning. Typical of PDPs targeting changed instruction is that they use more time and have a larger time span than PDPs targeting teacher knowledge growth, emphasise knowledge of content and teaching; and follow strategies by doing/experimenting when establishing them in the classroom as facilities for catalysing the learning.
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| 3. |
- Harvey, Frida, Adjunkt i matematik, 1985-, et al.
(författare)
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Characteristics of Collaborative Learning in Teacher Professional Development : A Systematic Review
- 2022
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 24:1, s. 72-95
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Forskningsöversikt (refereegranskat)abstract
- Professional Learning Communities (PLC) have been used increasingly in designing and discussing teachers' professional development, but how PLC are organised and framed differ between contexts. There is a lack of meta-level studies that aim to define and compare different ways of organising PLC. In this literature review of 32 studies, Cultural-historical Activity Theory (CHAT) is used as an analytical lens to examine different models for PLC in mathematics. By examining and comparing PLC in mathematics, the review aims to expand understanding of how PLC in mathematics can be organised and framed. The result revealed three distinctive activity systems with different objects: developing norms for collaboration, developing teachers’ understanding about mathematics and its teaching, and developing teachers’ repertoire of teaching actions. The activity systems vary concerning the use of mediating artifacts and the norms that regulate each activity system, but are similar regarding participants, context, and division of labor. The review indicates that the teachers participating in PLC in mathematics change their norms of collaboration, enhance their understanding of mathematics and its teaching, and/or enhance their ability to design and carry out mathematics teaching. Our findings can assist designers, organisers, participants, and researchers in making informed decisions about PLC in mathematics.
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| 4. |
- Helenius, Ola, et al.
(författare)
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To Gain Knowledge of How to be Challenging : Preschool Mathematics Professional Development
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 19:3, s. 36-57
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Tidskriftsartikel (refereegranskat)abstract
- The use of freely-available web-based materials in professional development has rarely been investigated in mathematics education research. In this article, the responses to a survey by 267 preschool teachers about their use of online professional development materials are described. The web materials were based on a design model and the survey results are compared with its principles which focus on content, tasks and relationships. The results show that some of the content in the written materials was considered difficult to understand. Nevertheless, the requirement to work on the material in groups and to carry out tasks in their own preschools supported the teachers to develop a more comprehensive understanding of the content over time. Generally, the teachers found the material valuable for gaining knowledge about mathematics for young children that they could implement as tasks to challenge children in their preschools.
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| 5. |
- Juter, Kristina
(författare)
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Pre-service Teachers’ General and Specific Arguments in Real Number Contexts
- 2022
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 24:1, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- A study of pre-service elementary school teachers’ subject-matter beliefs regarding real numbers related to infinity, i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were collected twice during the respondents’ teacher education using questionnaires and interviews on both occasions. The data were analysed in terms of subject-matter beliefs from traces of students’ concept images, focusing on general and specific arguments in different contexts. The results show that the students often used conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used for explanation represented other mathematical structures than the ones intended. Several issues indicate students’ need for further work with the concepts studied to raise awareness of their capabilities. Implications for mathematics teaching on teacher education programmes are discussed concerning the results.
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| 6. |
- Meaney, Tamsin, et al.
(författare)
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Knowing mathematics to be a teacher
- 2012
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 14:2, s. 50-69
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Tidskriftsartikel (refereegranskat)abstract
- The limited mathematical knowledge of preservice primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice teachers identify some benefits for being tested, but these were often related to having sufficient knowledge so that they did not lose face in front of students. We suggest that this emphasis on performance could exacerbate preservice teachers’ reliance on procedural rather than conceptual understanding. Thus, there needs to be consideration of the type of testing that is instituted so that it connects to preservice teachers’ professional identities as teachers.
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| 7. |
- Mellroth, Elisabet, 1971-, et al.
(författare)
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Task design for differentiated instruction in mathematics : Manifestations of contradictions in a professional learning community.
- 2021
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Ingår i: Mathematics Teacher Education and Development. - : University of the Sunshine Coast. - 1442-3901. ; 23:3, s. 78-96
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate task design for differentiated instruction in mathematics inprofessional learning communities. Based on the cultural-historical activity theory, we conceptualizea professional learning community as an activity system and use the analytical construct ofcontradictions to give an account of structures that bring forward the teachers’ work. Eight Swedishupper secondary teachers, engaged in designing tasks for differentiated instruction in mixed-abilitymathematics classrooms, are studied. The analysis outlines three contradictions, manifested as threedilemmas, and shows how the teachers, by noticing a dilemma and making it an explicit object ofinquiry, came to address a diversity of issues related to differentiated instruction in mathematics. Forexample, the teachers addressed students’ different learning needs, problem-solving activities for amixed-ability classroom, and design of tasks that are challenging for all students. With input fromour findings on the three dilemmas, we then discuss the design of a task analysis guide as a meansfor facilitating the development of a professional learning community that is inquiry-oriented with astrong content focus on designing tasks for differentiated instruction in mixed-ability mathematicsclassrooms.
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| 8. |
- Mellroth, Elisabet, Professor, et al.
(författare)
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Task design for differentiated instruction in mixed-ability mathematics classrooms : Manifestations of contradictions in a professional learning community
- 2021
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 23:3, s. 78-96
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate task design for differentiated instruction in mathematics in professional learning communities. Based on the cultural-historical activity theory, we conceptualize a professional learning community as an activity system and use the analytical construct of contradictions to give an account of structures that bring forward the teachers’ work. Eight Swedish upper secondary teachers, engaged in designing tasks for differentiated instruction in mixed-ability mathematics classrooms, are studied. The analysis outlines three contradictions, manifested as three dilemmas, and shows how the teachers, by noticing a dilemma and making it an explicit object of inquiry, came to address a diversity of issues related to differentiated instruction in mathematics. For example, the teachers addressed students’ different learning needs, problem-solving activities for amixed-ability classroom, and design of tasks that are challenging for all students. With input from our findings on the three dilemmas, we then discuss the design of a task analysis guide as a means for facilitating the development of a professional learning community that is inquiry-oriented with astrong content focus on designing tasks for differentiated instruction in mixed-ability mathematics classrooms.
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| 9. |
- Palmér, Hanna, 1974-, et al.
(författare)
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Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia (MERGA). - 1442-3901. ; 19:3, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers’ perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.
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| 10. |
- Tossavainen, Anne, et al.
(författare)
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Student Teachers' Conceptions of Fractions: A Framework for the Analysis of Different Aspects of Fractions
- 2024
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 26:1
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Tidskriftsartikel (refereegranskat)abstract
- Fractions are core content of elementary school mathematics, and conceptual knowledge of fractions is essential when developing a comprehensive understanding of fractions. Previous research, however, has indicated limitations in student teachers' fraction knowledge. This study investigated 57 Swedish elementary school student teachers' conceptions of fractions. The data were collected using a paper-and-pencil questionnaire and analysed with an analytical framework building on previous research on four core components of fractions. Using the devised analytical framework, we were able to characterise the conceptual content shown in the student teachers' answers and identify gaps in their fraction knowledge. The most severe gaps were identified in relation to interpretations of fractions, where only the part-whole and the quotient interpretations were identified; the measure, operator, rate, ratio, and number interpretations were missing completely. Aspects of fractions related to representations and procedures were better represented in the participants' conceptions of fractions, but we also illustrate substantial differences between the student teachers. In addition to this quantitative description, we provide qualitative examples. The results raise some questions and implications to be addressed in teacher education programs when developing student teachers' fraction knowledge.
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