Blar i NTNU Open på forfatter "Ding, Liping"
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Combining the inquiry-based learning and critical thinking frameworks for interpreting the processes of teachers’ inquiry into teaching through lesson study
Sikko, Svein Arne; Ding, Liping (Chapter, 2023) -
Conceptualizing an expert teacher’s expertise in a lesson design study in Shanghai
Ding, Liping; Jones, Keith (Chapter, 2018)This paper proposes a conceptualization of an expert teacher’s expertise by coordinating a subject-based behaviour/cognitive analysis and a social-culturally situated analysis. Data from our Lesson Design Study in Shanghai, ... -
Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens.
Kassa, Berie Getie; Ding, Liping; Tamiru, Alemayehu (Peer reviewed; Journal article, 2023)The field of mathematics education research has been promoting problem-solving-based mathematics instruction (PS-based MI) to afford opportunities to develop students’ conceptual understanding and problem-solving abilities ... -
«Det er gøy når jeg får det til»
Forsmo, Karoline (Master thesis, 2021)Hovedtemaet i denne masteroppgaven er holdninger til algebra og matematikk. Forskning viser at norske elever sliter med algebra mener at noe av utfordringen ligger i elevenes manglende forståelse for hvorfor de skal lære ... -
Examining the role of facilitators in the context of planning an inquiry-based mathematics lesson
Ding, Liping; Sikko, Svein Arne; Skott, Charlotte Krog (Chapter, 2023)This paper presents categories and codes of an analytical framework that combines both Knowledge Quartet and Mentoring Strategies to understand the role of facilitators in collaborative learning community through lesson ... -
Implementering og identifisering av kritiske elementer i algebraundervisning; ved Learning Study med variasjonsteori
Jordheim, Guro (Master thesis, 2024)Denne forskningen vil kunne gi nye refleksjoner rundt norske elvers svake algebraprestasjon på internasjonale kartleggingsprøver (PISA, TIMSS og TIMSS Advances). En Learning Study- tilnærming med variasjonsteori, ga nye ... -
Interconnectedness and difference between action research and a lesson design study in Shanghai, China
Ding, Liping; Jones, Keith; Sikko, Svein Arne (Journal article; Peer reviewed, 2019)The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, ... -
Lesson study og matematikklærerens profesjonelle utvikling
Røraas, Lene (Master thesis, 2019)Denne studien undersøker om deltakelse i lesson study kan tilby matematikklæreren muligheter for profesjonell utvikling. De profesjonelle utviklingsmulighetene som undersøkes er muligheter til å tilby et profesjonelt ... -
«Liten tue kan velte stort lass» - Om vanskelige ord og matematisk leseforståelse i ungdomsskolen.
Solli, Bjørn-Tore (Master thesis, 2020)Sammendrag Forskningen i denne masteroppgaven har hatt som formål å gi et innblikk i hva en lærer trenger å vite om vanskelige ord i matematiske tekstoppgaver i ungdomsskolen. En lærers kunnskaper om hvilke utfordringer ... -
Roles of Facilitators and Teachers in Models of Teacher Professional Learning
Sikko, Svein Arne; Ding, Liping (Chapter, 2020)Three models of teacher professional learning are analysed using an analytical framework for studying the roles of facilitators and teachers in their collaboration. The PRIMAS model, the Lesson Design Study model and the ... -
"Sånn er det bare"
Sæther, Åshild Valbø (Master thesis, 2018) -
The use of variation theory in a problem-based task design study
Kassa, Berie Getie; Ding, Liping (Chapter, 2019)The aim of this pilot study is to test the usefulness of variation theory as a theoretical framework in guiding the researcher to design the main study of developing students’ deep learning in mathematics. Both Marton’s ...