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Finnish mathematics teaching: a case of uniquely implicit didactics: Keynote presentation
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2011 (English)In: Proceedings of the Fourth Conference on Research in Mathematics Education in Ireland: Mathematics Teaching Matters / [ed] Dooley, Thérèse; Corcoran, Dolores; Ryan, Miriam, Dublin: St Patrick's College , 2011, 3-18 p.Conference paper (Refereed)
Abstract [en]

This paper reports on a qualitative analysis of video-taped mathematics lessons taught by four case study teachers, defined locally as effective, in a provincial university city in Finland. The aim was to examine how teachers conceptualise and present mathematics to their learners and, in so doing, understand the relationship between Finnish mathematics teaching practices, as reflected in case study lessons, and Finnish success on successive PISA assessments. Analysed by means of the process of constant comparison, the data yielded two key characteristics of case study classrooms. Firstly, irrespective of their intended learning outcome, teachers exploited a series of implicit didactic strategies focused on encouraging students to infer meaning. Secondly, three culturally located activities were identified that appeared complementary to this sense of the implicit. These were the systemic encouragement of students to make notes, teachers’ exploitation of the confident child and the assumed collaboration of parents.

Place, publisher, year, edition, pages
Dublin: St Patrick's College , 2011. 3-18 p.
National Category
Other Mathematics
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-96782OAI: diva2:667470
Fourth Conference on Research in Mathematics Education in Ireland
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2013-11-27Bibliographically approved

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Andrews 2011 MEI 4 Finland implicit didactics keynote paper(241 kB)282 downloads
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