Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions

Autor:	Odd Tore Kaufmann, Andreas Ryve
Rok vydání:	2022
Předmět:	mathematics teachers prognostic framing Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 [VDP] student difficulties diagnostic framing collegial discussion Education
Zdroj:	Scandinavian Journal of Educational Research
ISSN:	1470-1170 0031-3831
DOI:	10.1080/00313831.2022.2115134
Popis:	This study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers in nine collegial groups were videotaped during a professional development (PD) program entitled Boost for Mathematics for analysis. The results show that the diagnostic framings of the teachers were mainly attributed to the cognitive abilities of students, whereas the prognostic framings were mainly related to lesson organization such that students should collaborate. While the teachers emphasize collaborate group work, they put little emphasis on how they could act in these learning situations. These results contribute to the understanding of Swedish mathematics teachers’ framing of students’ difficulties in mathematics learning and to the role of collegial discussions in PD initiatives.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0843a1d547220786e274e87daa414b4c https://doi.org/10.1080/00313831.2022.2115134 Zobrazit plný text záznamu