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  • 1.
    Erixon, Eva-Lena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Convergences and influences of discourses in an online professional development course for mathematics teachers2017In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 1Article in journal (Refereed)
    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.

  • 2.
    Erixon, Eva-Lena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Learning activities and discourses in mathematics teachers’ synchronous oral communication online2016In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 18, no 3, p. 267-282Article in journal (Refereed)
    Abstract [en]

    There is increasing interest in the provision of online professional development (OPD) for teachers. This case study contributes to the field of research on professional development in the context of activities and discourses relating to mathematics teachers’ synchronous oral communication online. The purpose of this article is to explore the activities on offer in this communication and to identify the discourses that mathematics teachers may create in their meaning-making activities. An analysis of an online community in the form of a professional development course for mathematics teachers has, therefore, been conducted. The analysis shows that there is a lack of reciprocal participation and a shortcoming in creating a reflective learning environment, which can probably be partly explained by the specific mode of digital conversation. The discourses created by the mathematics teachers in their meaning-making activities focused mainly on sharing experiences about the teaching of mathematics.

  • 3.
    Erixon, Eva-Lena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Different forms of professional development online are becoming increasingly common for teachers and the aim of the thesis is to contribute knowledge about online professional development for mathematics teachers and the relationship between professional development, educational policy, and mathematics teaching practice. In the thesis, professional development refers to organized professional development in terms of university courses.

    The thesis consists of four studies, each of which has been presented in the form of an article. The four studies together explore transnational and national policy discourses, meaning-making activities that can be distinguished in online professional development, discourses pertaining to mathematics teaching in the classroom and in the subsequent seminar discussions in the course, and teachers’ experience of professional development online. The different arenas have been explored using the concept of discourse with reference to Fairclough, Gee, and Sfard. The term ”discourse” refers primarily to communication and language in use.

    The result of the studies indicates that the participants have not been offered enough opportunities to reflect on how or whether the use of several concepts and everyday life connections really deepened the students’ understanding of the mathematical content. Moreover, the analysis of the interviews with the participants shows that it was difficult for them to deepen their reflections in the synchronous communication online. There is a lack of reciprocal participation and reflection in the conversation and it is hard for the participants to get an idea of how the others respond to their messages. When a participant has completed his or her message the next speaker continues with a new message and as a result, the communication often takes a new direction instead of allowing in-depth reflection.

  • 4.
    Erixon, Eva-Lena
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Bjerneby-Häll, Maria
    Mathematics teachers’ meaning making in an online professional development course2014Conference paper (Refereed)
  • 5.
    Erixon, Eva-Lena
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Problem solving in mathematics: An analytic tool for teachers2011In: Proceedings of Norma 11: The sixth nordic conference on mathematics education, 2011Conference paper (Refereed)
  • 6.
    Erixon, Eva-Lena
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Wahlström, Ninni
    Linnéuniversitetet.
    In-service training programmes for mathematics teachers nested in transnational policy discourses2015In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, p. 94-109Article in journal (Refereed)
    Abstract [en]

    Results in mathematics on international knowledge surveys like Programme for International Student Assessment (PISA )and Trends in International Mathematics and Science Study (TIMSS) have become one of the most important factors for the perceived success or failure of schools and even entire education systems in the policy arena. In this article we explore the complex recontextualising processes that occur when translating educational policy into actual programmes for teachers’ education. First, the transnational education policy discourse(s) of teachers´ in-service training with a focus on mathematics will be explored. Second, we examine how this transnational discourse is recontextualised in a national policy discourse resulting in a national reform programme for in-service training of mathematics teachers in Sweden. In a third step, concrete teacher training courses in mathematics are examined. The result shows a convergence between the official policy discourse and the pedagogic recontextualising field in terms of a broad teaching repertoire and peer discussions about reflections on certain common objects of learning.

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