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Eric.ed.gov – Routines in Expert Math Teachers’ Thoughts and Actions.

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This research was designed to elucidate the activity structures and routines of elementary mathematics teachers by describing what they are, analyzing their frequency and duration, analyzing the functions that routines serve for the cognitive processes of teachers, and beginning to model the chains of routines and their fit with planned or spontaneous actions that make up a lesson. Five “expert” teachers and four novice student teachers, along with their classes, comprised the sample. They were observed over a 3-1/2 month period, with note-taking, videotapes and transcribed interviews providing data. For each teacher, transcribed notes and interviews were analyzed and broken down into action records giving duration, action of student, action of teacher, and a name for the action. For two experts and one novice teacher, a more detailed analysis was made of goal structures, routines, and actions. Discussion of the data focuses on activity structures and presentations, with goals and routines given extended discussion. Actions of two “expert” teachers are contrasted with that of one novice teacher. Implications and importance of the research are also discussed. (MNS)

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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