When the Mathematics gets lost on the Didactics
2014 (English)Conference paper (Refereed)
This study shows how six elementary teachers, construed locally as effective, interpreted and were observed to enact the same curricular and didactical language very differently. One group of three provided high-level cognitively challenging tasks to engage children in mathematics. A second group of three, ensuring their children enjoy mathematics, subordinated mathematical learning to an emphasis on the teaching activity. The actions of this second group made mathematics invisible.
Place, publisher, year, edition, pages
Mathematics lost in the teaching
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-110558OAI: oai:DiVA.org:su-110558DiVA: diva2:772371
Proceedings of the ninth Matematikdidaktiska Forskningsseminariet (MADIF 9). Umeå