Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Educational policy to improve mathematics instruction at scale: conceptualizing contextual factors
Malardalen Univ, S-72220 Vasteras, Sweden;Ostfold Univ Coll, N-1783 Halden, Norway.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Turku, Finland.ORCID iD: 0000-0003-0120-9829
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 102, no 3, p. 379-394Article in journal (Refereed) Published
Abstract [en]

Theories for conceptualizing educational policies aimed at improving classroom instruction at scale are under development in the educational sciences. In using such theories, it is essential to note the specific educational context. In this article, we conceptualize the role of contextual factors when operationalizing Cobb and Jackson (2012) [Journal of the Learning Sciences] in the Swedish context. Drawing on data and results from a large-scale project carried out during 2012-2017 and studies of Swedish educational contexts, we conceptualize contextual factors for large-scale projects. Besides rather obvious explicit contextual factors such as ongoing policies and practices, we elaborate on how the underlying, more implicit contextual factors of (1) the positioning of teachers within the educational system, (2) the positioning of teachers within the classroom, and (3) traditions of visible and invisible pedagogy affected the establishment of policy in the Swedish context. Insight into these factors deepens earlier frameworks of context, and helps not only to operationalize the policy within the context but also to make explicit hidden features of a cultural context that are important to influence if the aim of the educational policy is to reorganize school practices.

Place, publisher, year, edition, pages
SPRINGER , 2019. Vol. 102, no 3, p. 379-394
Keywords [en]
Educational context, Educational policies at scale, Mathematics education, Professional development, Classroom practices
National Category
Didactics Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-400424DOI: 10.1007/s10649-019-09887-6ISI: 000500195300005OAI: oai:DiVA.org:uu-400424DiVA, id: diva2:1381299
Available from: 2019-12-20 Created: 2019-12-20 Last updated: 2019-12-20Bibliographically approved

Open Access in DiVA

fulltext(388 kB)19 downloads
File information
File name FULLTEXT01.pdfFile size 388 kBChecksum SHA-512
b3e3c29d4401af0873df36359871fc3cb1121ea8e865a2bb0a748ff5bc7458bce9f36a4036f7ef2bb235868c88dd5dc4442cfe63bce12519aa92b40b4e70bd48
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Hemmi, Kirsti
By organisation
Department of Education
In the same journal
Educational Studies in Mathematics
DidacticsPedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 19 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 33 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf