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Bringing back mathematics into research on mathematics teaching

Paper i proceeding
Författare Johan Häggström
Publicerad i Voices on learning and instruction in mathematics. Redaktion: Jonas Emanuelsson, Laura Fainsilber, Johan Häggström, Angelika Kullberg, Berner Lindström & Madeleine Löwing
Sidor 203-214
ISBN 978-91-85143-20-7
Publiceringsår 2011
Publicerad vid Nationellt Centrum för matematikutbildning, NCM
Sidor 203-214
Språk en
Ämnesord Matematikdidaktik
Ämneskategorier

Sammanfattning

One purpose of the activities mathematics teachers initiate in their lesson is to facilitate the development of students’ competence regarding certain mathematical contents. The starting point for the study described in this paper is the acknowledgement of a relation between teaching and learning. What is possible for students to learn about mathematics is related to how they experience the mathematical content. How students experience the content is in turn related to how the content is handled during the mathematics lesson. Different ways of handling the mathematics influence the possible learning of different aspects related to the content. There are however little attention to the specific mathematics in much research on mathematics teaching. The aim of this paper is to describe a method for analysing and comparing qualitative differences in how the same mathematical content is handled in different classrooms. That involves examining, not what students actually learn, but what is made possible to learn in the studied lesson.

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