Good mathematics teaching at lower primary school level
MetadataShow full item record
Original versionProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. 2019, 3672-3679.
This paper explores Norwegian lower primary teachers’ views about good mathematics teaching as revealed in a focus group interview at the end of a two-year school-based professional development program. Analyses of the empirical data indicate three main categories of findings: the teachers’ facilitation of learning, the students’ thinking in and about mathematics and the use of teaching aids in teaching. The results are discussed in relation to other Nordic studies and possible implications are also provided.