| 1. |
- Grundén, Helena, 1968-
(författare)
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Planning in mathematics teaching : a varied, emotional process influenced by others
- 2020
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Ingår i: LUMAT. - Helsinki : University of Helsinki. - 2323-7112. ; 8:1, s. 67-88
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Tidskriftsartikel (refereegranskat)abstract
- Planning is an essential part of teachers’ work that has consequences for students’ learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers’ point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts,meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency, are present in the process of planning. These feelings sometimes have consequences for decisions teachers make about their mathematics teaching.
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| 2. |
- Tossavainen, Timo, et al.
(författare)
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University mathematics students' study habits and use of learning materials
- 2020
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Ingår i: LUMAT International Journal of Math, Science and Technology Education. - : University of Helsinki, Finland and LUMA Centre Finland. - 2323-7104. ; 8:1, s. 252-270
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we study a group (N=98) of students from two campuses of one Finnish university and their responses to a questionnaire that surveyed the respondents' study habits and how they use different kinds of learning materials in university mathematics courses. Our results show that the grades in the national matriculation exams in mathematics and mother tongue do not play a significant role in one's study habits or use of learning materials. The older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a larger impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The students of mathematics without an intention to become a teacher were most traditional in their study habits, whereas the students of applied physics were most active to participate in teaching. The student teachers most often lie in the middle in the issues where the other groups differ from one another.
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| 3. |
- Åhman, Niclas, et al.
(författare)
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Learning Study och kollegial CoRe stimulerar lärares professionella utveckling inom naturvetenskaplig undervisning
- 2020
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Ingår i: LUMAT. - Helsngfors : University of Helsinki. - 2323-7112. ; 8:1, s. 200-228
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med studien är att klargöra hur lärares professionella utveckling stimuleras då de planerar och genomför en Learning Study (LS) kombinerad med verktyget Content Representation (CoRe). Data består av sex erfarna lärares inspelade diskussioner under åtta träffar då de planerar och analyserar en LS bestående av två lektioner i årkurs 6 inom kemi, samt tre CoRe som lärarna skriver. I början av studien talar lärarna mest om undervisning som att fakta ska förmedlas till eleverna. När de sedan planerar första lektionen övergår deras diskussioner till hur de kan stimulera eleverna till diskussion och reflektion. Lärarna planerar både lektion 1 och 2 utifrån ett variationsteoretiskt perspektiv, men lektion 1 genomförs inte i enlighet med vad de planerat. Det är först i lektion 2 som läraren behåller fokus på lärandeobjektet och dess kritiska aspekter. Resultatet av studien visar även att en Learning Study kombinerad med CoRe stimulerar lärares professionella utveckling och ämnesdidaktiska kompetens i form av lärande nätverk enligt Clarkes och Hollingsworths (2002) modell ”interconnected model of professional growth”.
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