tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT To better align teacher learning with teachers’ learning needs, teachers’ sense-making of an innovation during which teachers experimented with differentiated instruction was studied during two school years. Using answers to a questionnaire, 15 teachers’ sense-making processes were characterised by three types of search for meaning: assimilation, adaptation, and toleration. We further specified the teachers’ sense-making through their experienced sources of ambiguity and uncertainty (limited resources and conflicting goals) and a detailed description of their personal frames of reference. We concluded that the teachers varied in their types of search for meaning during both school years, though most teachers were found to use assimilation in the second school year. Their experienced sources of ambiguity and uncertainty and their personal… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of this article is to discuss how to interview to investigate the practice of school organizations. The research question is: What are the activities the interviewer uses to capture improvement practices in school organizations? We apply a self-assessment method to examine two former projects. We argue that a practice lens is required and, thus, the analytical questions we ask ourselves are derived from practice theory and sense-making. The activities the interviewer uses to capture improvement practice in school organizations are expressed in four categories: (1) interview questions, (2) tools, (3) samplings, and (4) interview groupings. We found it difficult to address the critical role of body and material things and to pay attention to the importance… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores the features of students’ reasoning and sense-making when computer programming and mathematics interact, specifically, using the exterior angle concept to make different regular polygons with Scratch as a programming tool. At the end of the 2019 spring term in a public elementary school, data were obtained from a pretest, a posttest, programming tasks, surveys, audio recordings, and research field notes. Fifty-six students aged 13–14 years participated in the study. Concepts from variation theory in combination with a post-structuralist philosophical perspective were used to analyse what features of tasks allow students to experience reasoning and sense-making and what features are discerned in students’ reasoning and sense-making. The results illustrate the features of tasks as well as… Continue Reading →
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