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Finnish mathematics teaching: a case of uniquely implicit didactics
University of Cambridge, UK.ORCID-id: 0000-0003-3679-9187
2011 (engelsk)Inngår i: Fourth Conference on Research in Mathematics Education: Mathematics Teaching Matters / [ed] Thérèse Dooley, Dolores Corcoran, Miriam Ryan, Drumcondra, Ireland: St. Patrick’s College , 2011, s. 3-18Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports on a qualitative analysis of video-taped mathematics lessons taught by four case study teachers, defined locally as effective, in a provincial university city in Finland. The aim was to examine how teachers conceptualise and present mathematics to their learners and, in so doing, understand the relationship between Finnish mathematics teaching practices, as reflected in case study lessons, and Finnish success on successive PISA assessments. Analysed by means of the process of constant comparison, the data yielded two key characteristics of case study classrooms. Firstly, irrespective of their intended learning outcome, teachers exploited a series of implicit didactic strategies focused on encouraging students to infer meaning. Secondly, three culturally located activities were identified that appeared complementary to this sense of the implicit. These were the systemic encouragement of students to make notes, teachers’ exploitation of the confident child and the assumed collaboration of parents.

sted, utgiver, år, opplag, sider
Drumcondra, Ireland: St. Patrick’s College , 2011. s. 3-18
HSV kategori
Forskningsprogram
matematikämnets didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-96782ISBN: 9780955951930 (tryckt)OAI: oai:DiVA.org:su-96782DiVA, id: diva2:667470
Konferanse
Fourth Conference on Research in Mathematics Education, Ireland, 2011
Merknad

Keynote presentation.

Tilgjengelig fra: 2013-11-26 Laget: 2013-11-26 Sist oppdatert: 2016-12-15bibliografisk kontrollert

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