| 1. |
- Christiansen, Iben, et al.
(författare)
-
Crosscurrents of Swedish Mathematics Teacher Education
- 2021
-
Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
|
|
| 2. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
-
The crosscurrents of Swedish mathematics teacher education
- 2021
-
Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
-
Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
|
|
| 3. |
- Pansell, Anna, 1975-, et al.
(författare)
-
Justifications for mathematics teaching : A case study of a mathematics teacher in collegial collaboration
- 2015
-
Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Socitey for Research in Mathematics Education. ; , s. 1637-1643
-
Konferensbidrag (refereegranskat)abstract
- The broad interest of this paper lies in how a mathematics teacher, Mary, justifies her professional decision making. The reported study draws on aspects of a PhD project and analyses Mary's communications within a collaborative teacher meeting focused on the teaching of mathematics to grade five students. The analysis, drawing on social semiotics, highlighted the significance of artefacts, such as multiplication tests, in Mary's articulated decision making. We also give account for what is addressed in a teacher's justifications and how the teacher relates to her students in the justifications. Finally, we discuss the wider social and political context in which the teacher is working.
|
|
| 4. |
- Pansell, Anna, 1975-
(författare)
-
Mathematical knowledge for teaching as a didactic praxeology
- 2023
-
Ingår i: Frontiers in Education. - 2504-284X. ; 8
-
Tidskriftsartikel (refereegranskat)abstract
- It is widely acknowledged that teachers' work has both practical and theoretical dimensions, both praxis and logos, and that teacher education should address both dimensions. However, as argued in this article, existing discourses for describing the mathematical knowledge of teachers and what it takes to become competent in it are not always clear to what extent these discourses address knowledge about the practices of mathematics teaching or theories that provide arguments for the practices. Specifically, I argue for the coordination of the framework of mathematical knowledge for teaching (MKT) with the analytical distinction of logos and praxis combined in teaching practices. Moreover, I have backed this argument with examples of the proposed categories of the adjusted framework from the existing body of work in mathematics education. Each category of the proposed framework, whether concerning a teaching method or a theoretical consideration, was indeed exemplified by some concept, approach, or perspective from the field of mathematics education. The framework, I believe, would prove useful in engaging mathematics teacher education discursively, for instance, in analyzing teacher education materials to determine the extent to which they offer mere methods, theoretical arguments, or a combination of both.
|
|
| 5. |
- Pansell, Anna, 1975-, et al.
(författare)
-
Mathematics Teachers’ Teaching Practices in Relation to Textbooks : Exploring Praxeologies
- 2018
-
Ingår i: The Mathematics Enthusiast. - : University of Montana, Maureen and Mike Mansfield Library. - 1551-3440. ; 15:3
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore affordances of adopting the framework of praxeology by Chevallard in the analysis of mathematics classroom communication in relation to the communication in a textbook. While adopting praxeology, we carried out detailed analysis of communication in both classroom data and textbooks. The construed praxeologies describe the organisation of knowledge expressed for the same type of task in both classroom and textbook. The praxeologies were compared, with specific attention to the teacher’s practice. This analysis illuminates how teachers’ practices, realised in classroom communication, may be compared to other texts describing the same topics, with a focus on procedures, explanations, theoretical aspects, et cetera. Hence, praxeology as a framework enabled an analytical structuring of classroom and textbook communication, and consequently a systematic comparison. In other studies about the use of mathematics textbooks the teaching frequently is categorised as regulated by the textbook, and in this article, we problematize this. The teaching practice was, in fact,closely related to the textbook when comparing exercises and procedures, but when specifically examining the explanations of concepts, it became possible to discern how the teaching practice differed from the textbook.
|
|
| 6. |
- Pansell, Anna, 1975-
(författare)
-
Principles and arguments for the teaching of rational numbers in different contexts
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Teachers do not solely determine how a mathematics content matter is taught. Rather, this determination takes place within different contexts, which teachers need to negotiate. To understand how a teacher’s teaching of rational numbers was enabled and constrained by surrounding contexts I studied four contexts, where a teacher group, textbooks and the national curriculum constituted parts of an ecology of a teacher’s teaching practice. I drew on Chevallard and ATD to analyse the technology of didactic praxeologies. In this analysis, inferred arguments for how rational numbers should be taught in terms of how sub-constructs of rational numbers were distributed within the different contexts. To analyse the theory of didactic praxeologies, traces of principles were inferred, using Bishop’s mathematical values as a framework. These analyses showed a very homogenous ecology, where the four contexts privileged the similar aspects of rational numbers and the same mathematical values. Seeing how aspects of rational numbers were expressed in relation to teaching activities, it was possible to discuss how the privileged mathematical values may have affected how rational numbers were presented and dealt with. If the principles and arguments that generate teaching activities are privileged the same way in several contexts, we need to include a broader context than teachers’ classrooms in professional development strategies. Teachers need to engage in other sources than textbooks and official curricula and to have the opportunities to discuss the political dimension of their teaching practice as well as how other contexts influence the teaching of specific content matter.
|
|
| 7. |
- Pansell, Anna, 1975-
(författare)
-
Tabelltest på tid
- 2022
-
Ingår i: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176351994 - 9789176351987 ; , s. 43-68
-
Bokkapitel (refereegranskat)abstract
- I kapitlet studeras lärarnas kunskap om hur man bedömer elevers automatiserade kunskaper, inte som lärarnas individuella kunskaper utan den kollektiva kunskap som uttrycks i ett möte. En institutionell teori används, där flera olika sammanhang som t.ex. lärargruppen, läroplanen eller allmän debatt i media bidrar till att påverka vad som blir möjligt att undervisa i klassrummet. Lärarnas didaktiska kunskaper om hur man bedömer elevers automatiserade kunskaper studeras alltså i relation till andra sammanhang. Analysen av lärarnas diskussion visar att de argumenterar utifrån två olika principer, den ena där tester förordas och den andra som förordar inkludering av alla elever. För att fånga andra sammanhang har därför det mediala och det vetenskapliga samtalet om tester och inkludering beskrivits eftersom de utgör två olika sammanhang som samverkar med lärarnas. Resultaten visar att lärarna har argument för de tabelltest som är en del av deras tradition, de har också argument för att inte göra dessa tester men de saknar en alternativ metod. Resultaten visar också att argumenten inte förankras i de teoretiska principer som främst gåratt hämta i det vetenskapliga sammanhanget. Det vetenskapliga sammanhanget spretar också i både motstridiga slutsatser och i att metoder och ideologiska principer inte förenas. Lärarna skulle kunna tjäna på att få större tillgång till det vetenskapliga sammanhanget men hela skolsystemet inklusive forskningen behöver också förena frågor som rör metoder med de ideologiska och teoretiska principer som ligger till grund för dem.
|
|
| 8. |
- Pansell, Anna, 1975-
(författare)
-
The Ecology of Mary’s Mathematics Teaching : Tracing Co-determination within School Mathematics Practices
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teachers’ mathematics teaching has been studied in many different ways. Such studies not often include more contexts than the teacher’s teaching practice. An assumption in this thesis is that in order to create a deeper understanding of mathematics teachers’ teaching we also need to study the contexts around mathematics teachers, and in relation to each other. Together such contexts create an environment for teachers’ teaching. The determination of how mathematics is taught is not decided in any of the contexts alone. Rather, all contexts participate in the determination of how mathematics is taught and teachers need to negotiate how different contexts privilege both mathematics and mathematics education. In this study, I have studied one teacher’s, Mary’s, teaching practice as well as three contexts from her close environment, the teacher group she participated in, the textbooks she used, and the national curriculum she was bound to follow. To study how mathematics and mathematics teaching was privileged in the four studied contexts became a way to trace how the contexts participate in the determination, in short, their co-determination of how mathematics is taught.With an aim to deepen the understanding of how the environment of a teacher’s teaching enables and constrains mathematics teaching, the four contexts were studied in relation to each other in different ways, in four studies. First, the context of Mary’s mathematics teaching was studied in relation to the teacher group in how the justifications of Mary’s mathematics teaching was constituted in relation to a teacher group discussion. Second, Mary’s teaching of problem-solving was studied in relation to how problem-solving was privileged in both mathematics textbook and national curriculum. Third, praxeology was explored as an analytical tool to understand how mathematics was privileged in teaching practice in relation to the privileging of mathematics in textbooks. Fourth, all four contexts were studied to trace arguments and principles for teaching rational numbers and how these enable and constrain the teaching of rational numbers.To address these different contexts, ATD as described by Chevallard was adopted. In ATD, the environment of contexts with influence of teachers’ practices, is described as an ecology with levels that co-determine each other. The studied contexts represented some of these levels of co-determination. The privileging of mathematics and mathematics teaching was studied from a varied data material. Data from Mary’s teaching practice was transcripts of classroom observations and interviews. Data from the teacher group was transcripts of teacher meetings. Data from the textbook context was the textbooks and teacher guides Mary used. Data from the context of the national curriculum was the mathematics syllabus accompanied with clarifying and explanatory comments.The analyses revealed a strong resemblance of the mathematical communication between the different contexts. They all emphasised similar approaches to problem-solving, aspects of rational numbers, mathematical values, or explanations of angles. Mary, however, anchored her arguments for mathematics teaching in partially different theoretical principles than those privileged in the ecology. Theoretical principles were not explicitly communicated in any context. They were inferred from the communication. An implication generated by these findings is the importance for teachers to engage in the principles behind the privileging expressed in contexts they need to negotiate. These principles need to be discussed and challenged. Another implication is the relevance of allowing for teachers to engage in research literature, and to have influences from other sources than their immediate contexts. The thesis also point to the need to study textbooks and national curriculum, not in terms of how they are enacted by teachers, but what they privilege. By doing so teachers practices may be understood in the sense of what teachers have to negotiate, where the consequence is a deeper understanding of constraints and affordances for teachers’ teaching practices.
|
|
| 9. |
- Pansell, Anna, 1975-, et al.
(författare)
-
The teaching of mathematical problem-solving in Swedish classrooms : a case study of one grade five teachers practice
- 2017
-
Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 22:1, s. 65-84
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we examine the teaching of mathematical problem-solving to grade five students of one well-regarded and experienced Swedish teacher, whom we call Mary. Working within a decentralised curriculum in which problem-solving is centrally placed, Mary is offered little systemic support in her professional decision making with respect to problem-solving instruction. Drawing on Lester’s and Schroeder’s descriptions of teaching for, about and through problem-solving, we draw on multiple sources of data, derived from interviews and videotaped lessons, to examine how Mary’s problem-solving-related teaching is constituted in relation to the weaklyframed curriculum and the unregulated textbooks that on which she draws. The analyses indicate that Mary’s emphases are on teaching for and about problem-solving rather than through, although the ambiguities that can be identified throughout her practice with respect to goals, curricular aims and the means of their achievement can also be identified in the curricular documents from which she draws.
|
|
| 10. |
- Pansell, Anna, 1975-, et al.
(författare)
-
Voices and texts in Swedish mathematics teacher education
- 2021
-
Ingår i: Exploring new ways to connect. - Hamburg : Tredition. - 9783347399105 - 9783347399112 ; , s. 728-736
-
Konferensbidrag (refereegranskat)abstract
- Instead of getting access to the diversity of perspectives in mathematics education, prospectivemathematics teachers read secondary sources of research providing a local or skewed image ofthe field. It then becomes important to see what is assumed scholarly sufficient for inclusion astexts for prospective mathematics teachers. The literature from a mathematics teacherprogramme, in Sweden, was submitted to an analysis of authors’ occupation and country ofresidence as well as what types of texts the prospective teachers read. Through these texts, theprospective teachers were invited to participate in a local practice-based intellectualconversation. Besides risking not engaging with the forefront of research, there is a risk thatprospective teachers are not sufficiently invited to challenge the educational philosophies withwhich they are accustomed.
|
|
