Teachers' framing of students' difficulties in mathematics learning in collegial discussions

被引：0

作者：

Kaufmann, Odd Tore ^{[1
]}

Ryve, Andreas ^{[1
,2
]}

机构：

[1] Ostfold Univ Coll, Fac Educ, Halden, Norway

[2] Malardalen Univ, Vasteras, Sweden

来源：

SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH | 2023年 / 67卷 / 07期

关键词：

Student difficulties; mathematics teachers; diagnostic framing; prognostic framing; collegial discussion; PROFESSIONAL-DEVELOPMENT; IMPACT;

D O I：

10.1080/00313831.2022.2115134

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This 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.

引用

页码：1069 / 1085

页数：17

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