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dc.contributor.authorWæge, Kjersti
dc.contributor.authorFauskanger, Janne
dc.description.abstractThe article focuses on rehearsals as part of a practice-based approach to professional development. Fourteen Norwegian elementary in-service teachers (ISTs) collaborate in learning cycles of enactment and investigation, where the overarching aim is to learn to enact the practices that constitute ambitious mathematics teaching. Rehearsals are an important part of these cycles. We examine the patterns of use of teacher time outs (TTOs) in rehearsals and how TTOs enable the ISTs to learn core practices of ambitious teaching. The findings reveal that approximately 60% of the time in rehearsals is spent on ISTs’ teaching and 40% on TTOs. The TTOs enable the ISTs to learn together the practices of using representations, aiming towards goals, launching problems, organising the board and facilitating student talk. The findings reveal that the participants were able to work simultaneously on multiple practices, and a recurrent theme in the TTOs is representing students’ ideas as accurately as possible whilst simultaneously considering the mathematical correctness of the representations.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleTeacher time outs in rehearsals: in‑service teachers learning ambitious mathematics teaching practicesen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalJournal of Mathematics Teacher Educationen_US
dc.description.localcodeThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal