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Mathematics teachers’ conceptions of the classroom environment
Högskolan Dalarna, Akademin Industri och samhälle, Mikrodataanalys.ORCID-id: 0000-0003-0768-7143
2017 (engelsk)Inngår i: Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / [ed] Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl, Springer, 2017, s. 141-151Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This study explores mathematics teachers’ conceptions of how the physical environment in classrooms affects their students’ chances for learning. Semi structured interviews were performed with a few Swedish teachers with experience from tackling different physical settings when teaching mathematics. When analysing the interview transcripts preliminary findings are that: teachers appreciate flexibility and control over the physical settings in the classroom; inadequate acoustics are extra problematic in mathematical activities involving verbal interactions between students in small groups; mathematics task solving in peace and quiet is a common part of mathematics lessons and it easily gets disturbed by external noise.

sted, utgiver, år, opplag, sider
Springer, 2017. s. 141-151
Serie
Research in Mathematics Education
HSV kategori
Forskningsprogram
Komplexa system - mikrodataanalys
Identifikatorer
URN: urn:nbn:se:du-25202DOI: 10.1007/978-3-319-49232-2_14ISBN: 978-3-319-49231-5 (tryckt)ISBN: 978-3-319-49232-2 (digital)OAI: oai:DiVA.org:du-25202DiVA, id: diva2:1110686
Tilgjengelig fra: 2017-06-16 Laget: 2017-06-16 Sist oppdatert: 2017-11-15bibliografisk kontrollert

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