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dc.contributor.authorFauskanger, Janne
dc.contributor.authorMosvold, Reidar
dc.contributor.authorValenta, Anita
dc.contributor.authorBjuland, Raymond
dc.date.accessioned2019-04-23T11:21:50Z
dc.date.available2019-04-23T11:21:50Z
dc.date.created2018-09-27T11:37:53Z
dc.date.issued2018
dc.identifier.isbn978-91-984024-1-4
dc.identifier.urihttp://hdl.handle.net/11250/2595042
dc.description.abstractThis paper explores the notion of good mathematics teaching as constructed in the discourses of practicing Norwegian mathematics teachers. Analyses of data from group interviews show that the teachers tend to conceptualize good mathematics teaching in terms of structuring lessons, differentiating in accordance with individual students’ different needs, mathematical communication between teacher and students, as well as teachers’ use of tasks and resources. In addition to this, the teachers emphasize student engagement and students’ learning when discussing good mathematics teaching. Possible implications for these findings are discussed.nb_NO
dc.language.isoengnb_NO
dc.publisherSvensk förening för MatematikDidaktisk Forskning - SMDFnb_NO
dc.relation.ispartofNordic Research in Mathematics Education. Papers of NORMA 17. The Eight Nordic Conference on Mathematics Education. Stockholm, May 30 - June 2, 2017
dc.relation.urihttp://matematikdidaktik.org/wp-content/uploads/2018/09/NORMA-17-2018-papers-SMDF-skriftserie.pdf
dc.titleGood mathematics teaching as constructed in Norwegian teachers’ discoursesnb_NO
dc.typeChapternb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber239-248nb_NO
dc.identifier.cristin1614669
dc.description.localcodeThis chapter will not be available due to copyright restrictions (c) 2018 by Svensk förening för MatematikDidaktisk Forskning - SMDFnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal


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