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tandfonline.com – Learning study – promoting and hindering factors in mathematics teaching

Posted on by Troels Gannerup Christensen - Læst 22 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article focuses on presenting success factors for a group of teachers in carrying out a learning study in mathematics at their school. The research questions are: what are the actions of the school teaching community during development projects? What factors enable a group of teachers to carry out a learning study at their school? Activity theory provides a holistic framework to investigate relationships among the components present in a learning study. The results are based on analysis of interviews with teachers, students, principal organizers of schools and project coordinators, videotaped lessons, students’ tests and minutes taken at meetings of mathematics projects. The results show that the skills of facilitators, the time devoted to collaborative work, the link… Continue Reading →

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tandfonline.com – Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies

Posted on by Troels Gannerup Christensen - Læst 11 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition problems using a min-counting strategy and were accurate using it. We investigated if these children were adaptive when it came to using retrieval for simple addition and if they were disadvantaged when it came to demonstrating mental computational flexibility with multi-digit addition. We found accurate-min-counters represented over 30% of participants. These children were often incorrect when they were required to use retrieval for simple addition and were less flexible than most… Continue Reading →