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dc.contributor.authorKaufmann, Odd Tore
dc.contributor.authorRyve, Andreas
dc.date.accessioned2022-11-17T13:03:32Z
dc.date.available2022-11-17T13:03:32Z
dc.date.created2022-09-13T08:34:11Z
dc.date.issued2022
dc.identifier.citationScandinavian Journal of Educational Research. 2022.en_US
dc.identifier.issn0031-3831
dc.identifier.urihttps://hdl.handle.net/11250/3032465
dc.description.abstractThis study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers in nine collegial groups were videotaped during a professional development (PD) program entitled Boost for Mathematics for analysis. The results show that the diagnostic framings of the teachers were mainly attributed to the cognitive abilities of students, whereas the prognostic framings were mainly related to lesson organization such that students should collaborate. While the teachers emphasize collaborate group work, they put little emphasis on how they could act in these learning situations. These results contribute to the understanding of Swedish mathematics teachers’ framing of students’ difficulties in mathematics learning and to the role of collegial discussions in PD initiatives.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectstudent difficultiesen_US
dc.subjectmathematics teachersen_US
dc.subjectdiagnostic framingen_US
dc.subjectprognostic framingen_US
dc.subjectcollegial discussionen_US
dc.titleTeachers’ framing of students’ difficulties in mathematics learning in collegial discussionsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s).en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.identifier.doi10.1080/00313831.2022.2115134
dc.identifier.cristin2051033
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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