Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Cecilia Kilhamn, Ann-Sofi Röj-Lindberg
Förläggare: Nationellt Centrum foer Matematikutbildning / National Center for Mathematic Education
Förlagsort: Goeteborg
Publiceringsår: 2019
Tidskrift: Nomad: Nordisk Matematikkdidaktikk
Tidskriftsakronym: NOMAD
Volym: 24
Nummer: 3-4
Artikelns första sida, sidnummer: 153
Artikelns sista sida, sidnummer: 171
eISSN: 2002-4061


Abstrakt

Taking the teachers’ own practices as a point of departure, this study
investigates what areas of mathematical knowledge algebra teachers
brought up in collegial discussions and how they used their knowledge in
acts of decompressing, trimming and bridging. The discussions centered
around aspects of teaching and learning school algebra previously shown
to be problematic, but gave rise to mathematical quandaries, revealing
gaps in the teachers’ own understanding of the mathematical content. The
study implies that the ability to unpack a mathematical concept is
essential in algebra teaching and that teachers may need external input
concerning mathematical knowledge to enable development in pedagogical
content knowledge.


Dokument


Senast uppdaterad 2020-27-02 vid 04:37