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Convergences and influences of discourses in an online professional development course for mathematics teachers
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
2017 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 1Article in journal (Refereed) Published
Abstract [en]

Despite the ever-increasing number of online professional development (OPD) courses, few studies have examined online education for mathematics teachers. This article reports on a case study of discourses in an OPD course for mathematics teachers concerning the convergence and influence of discourses in course seminar discussions and in mathematics teaching in school when course participants are given the task of translating their insights into actual teaching, with a focus on the participants’ discussions of their own and one another’s video-recorded lessons. The analysis shows that there is a convergence of discourses in the seminars and in the school context related to a focus on concepts and everyday life connections. However, the study also suggests that there is a risk of students remaining outside in an ”everyday discourse”, in which knowledge of mathematics might be useful, but mathematics is discussed in imprecise and simplified terms.

Place, publisher, year, edition, pages
2017. Vol. 22, no 1
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-23547OAI: oai:DiVA.org:du-23547DiVA: diva2:1053122
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2017-03-21Bibliographically approved

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http://ncm.gu.se/node/8713

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Erixon, Eva-Lena
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
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More languages
Output format
  • html
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