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  • 1.
    Erixon, Eva-Lena
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Convergences and influences of discourses in an online professional development course for mathematics teachers2017Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, nr 1Artikel i tidskrift (Refereegranskat)
    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
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Learning activities and discourses in mathematics teachers’ synchronous oral communication online2016Ingår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 18, nr 3, s. 267-282Artikel i tidskrift (Refereegranskat)
    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
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

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