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dc.contributor.authorKoljonen, Tuula
dc.contributor.authorRyve, Andreas
dc.contributor.authorHemmi, Kirsti
dc.date.accessioned2019-05-28T13:45:15Z
dc.date.available2019-05-28T13:45:15Z
dc.date.created2019-02-26T11:36:44Z
dc.date.issued2018
dc.identifier.citationResearch in Mathematics Education. 2018, 20 (3), 295-311.nb_NO
dc.identifier.issn1479-4802
dc.identifier.urihttp://hdl.handle.net/11250/2599315
dc.description.abstractGiven that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.nb_NO
dc.language.isoengnb_NO
dc.publisherRoutledge (Taylor & Francis Group)nb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectFinlandnb_NO
dc.subjectmathematics teacher guidesnb_NO
dc.subjectpotentially constructed classroomnb_NO
dc.subjecttext analysisnb_NO
dc.subjectcultural normsnb_NO
dc.titleAnalysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides – the case of Finlandnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283nb_NO
dc.source.pagenumber295-311nb_NO
dc.source.volume20nb_NO
dc.source.journalResearch in Mathematics Educationnb_NO
dc.source.issue3nb_NO
dc.identifier.doi10.1080/14794802.2018.1542338
dc.identifier.cristin1680707
cristin.unitcode224,30,0,0
cristin.unitnameAvdeling for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal