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Mathematics teachers’ conceptions of the classroom environment
Dalarna University, School of Technology and Business Studies, Microdata Analysis.ORCID iD: 0000-0003-0768-7143
2017 (English)In: 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, 141-151 p.Chapter in book (Refereed)
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.

Place, publisher, year, edition, pages
Springer, 2017. 141-151 p.
Series
Research in Mathematics Education
National Category
Didactics
Research subject
Complex Systems – Microdata Analysis
Identifiers
URN: urn:nbn:se:du-25202DOI: 10.1007/978-3-319-49232-2_14ISBN: 978-3-319-49231-5 (print)ISBN: 978-3-319-49232-2 (electronic)OAI: oai:DiVA.org:du-25202DiVA: diva2:1110686
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2017-11-15Bibliographically approved

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Fahlström, Magnus

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • chicago-note-bibliography
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf