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Mathematics teachers and the role of physical environment
Dalarna University, School of Teacher Education, Mathematics Education.ORCID iD: 0000-0003-0768-7143
2022 (English)In: The relation between mathematics education research and teachers’ professional development: Proceedings of MADIF 13 / [ed] Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson, Göteborg, 2022, p. 45-55Conference paper, Published paper (Refereed)
Abstract [en]

The physical environment (PE) affects the teaching and learning in school. Research is conclusive that different characteristics of PE can be enabling or hindering learningactivities. Still, we need to know more about the role of PE in mathematics education to utilize what a good PE can offer and to avoid the hindering situations. The aim of this study is to characterize the different roles PE play in relation to the teacher, the student, the learning content, and their interactions. For this, mathematics teachers’ stories about their experiences of PE in teaching are analysed. The results show that teachers often try to prevent disturbances or distractions from insufficiencies in PE. The results also suggest that aspects of classroom PE, such as classroom layout, sustain classroom norms whereas other elements in PE can be an aid in breaking norms.

Place, publisher, year, edition, pages
Göteborg, 2022. p. 45-55
Series
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 16
National Category
Didactics
Identifiers
URN: urn:nbn:se:du-42755ISBN: 978-91-984024-5-2 (electronic)OAI: oai:DiVA.org:du-42755DiVA, id: diva2:1698410
Conference
The thirteenth research conference of the Swedish Society for Research in Mathematics Education Växjö, March 29–30, 2022
Available from: 2022-09-23 Created: 2022-09-23 Last updated: 2024-08-12Bibliographically approved
In thesis
1. Teaching mathematics in a physical environment: Act, react, or avoid?
Open this publication in new window or tab >>Teaching mathematics in a physical environment: Act, react, or avoid?
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to contribute to the body of knowledge regarding teachers’ experience of and perspective on the elements and aspects of the physical environment connected to teaching and learning in general and in mathematics in particular. Teachers are an underutilised source of knowledge in research on the physical environment. In mathematics education, this research is often limited to tools and artefacts.

The data in the thesis comes from semi-structured interviews with mathematics teachers, a systematic literature search for mathematics research related to the physical environment, and an online survey where teachers assessed classroom descriptions for teaching adequacy. The interview data was analysed using narrative analysis and content analysis. The research publications from the literature search were analysed with an extension of the didactical triangle as an analytical tool. This tool was also used to analyse the interview data a second time. Conjoint analysis was used to analyse the data from the online survey.

The thesis makes two methodological contributions. The first is the extension of the didactical triangle, which makes the interactions between the teacher, the students, the learning content, and the elements and aspects of the physical environment visible. The second is the novel application of conjoint analysis, which enables the analysis of the relative importance of a few seemingly equally important aspects of the physical school environment.

The results contribute to understanding three types of situations. Under enabling physical conditions, teachers can act as desired, and under hindering conditions, they react and adjust the activity or avoid it altogether. The results also show that classroom acoustics, spaciousness, and freedom of movement are most important for teachers.

In conclusion, this understanding of the role of the physical environment in the teaching and learning situation is vital for daily educational practice.

Place, publisher, year, edition, pages
Falun: Dalarna University, 2024
Series
Dalarna Doctoral Dissertations ; 39
Keywords
Physical environment, Classroom situation, School building, Teacher perspective, Mathematics education, Extended didactical triangle, Conjoint analysis
National Category
Didactics
Identifiers
urn:nbn:se:du-48762 (URN)978-91-88679-76-5 (ISBN)
Public defence
2024-10-18, lecture hall F135, campus Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-08-12 Created: 2024-06-18 Last updated: 2024-08-12Bibliographically approved

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Citation style
  • apa
  • ieee
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  • vancouver
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  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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