Search results for: Ryve Andreas
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This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Teacher educators in both countries bring into play a variety of aspects identified in the field of mathematics education research, when talking about good mathematics teachers/teaching. The teachers often talk about the same general categories, but a deeper analysis reveals a substantial difference between the characters of the discourses concerning how most of these categories are conceptualized.
Updated: Jul. 04, 2017
Audio recordings and field notes regarding two problem-solving courses for mathematics teacher education were explored, utilizing dialogical and contextualization approaches. Data analysis revealed substantial differences between the two classroom discourses and offer possible reasons for the differences.
Updated: Jan. 28, 2008