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Mathematics teachers'conceptions of the classroom environment
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.ORCID iD: 0000-0003-0768-7143
2015 (English)In: / [ed] C. Andrà & D. Brunetto, 2015Conference paper, Presentation (Refereed)
Abstract [en]

This study explores mathematics teachers’ conceptions of how the physical environment in classrooms affects their students’ chances for learning. Semistructured 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
Keyword [en]
Mathematics, Teachers, Classroom, Environment
National Category
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
URN: urn:nbn:se:du-20635OAI: oai:DiVA.org:du-20635DiVA: diva2:891940
21st International Conference on Mathematical Views Dipartimento di Matematica, Politecnico di Milano, November 17-19, 2015
Available from: 2016-01-08 Created: 2016-01-08 Last updated: 2016-01-08Bibliographically approved

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Fahlström, Magnus
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