| dc.contributor.author | Svingen, Olaug Ellen Lona | |
| dc.date.accessioned | 2022-09-07T07:40:12Z | |
| dc.date.available | 2022-09-07T07:40:12Z | |
| dc.date.created | 2021-04-29T13:55:07Z | |
| dc.date.issued | 2021 | |
| dc.identifier.isbn | 9789198402438 | |
| dc.identifier.uri | https://hdl.handle.net/11250/3016172 | |
| dc.description.abstract | This study examines how practice-based professional development influences the discourse of a group of Norwegian primary mathematics teachers. Through cycles of enactment and investigation, in-service teachers (ISTs) learn teaching practices that constitute ambitious teaching. The teachers are interviewed before and after professional development and a coding-scheme from the analysis of the pre-interviews is used to analyze the post-interviews to find changes in how teachers conceptualize good mathematics teaching. The findings show that new categories emerge in how the teachers conceptualize good mathematics teaching. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | SMDF, Swedish Society for Research in Mathematics Education Göteborg | en_US |
| dc.relation.ispartof | Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021 | |
| dc.title | How does professional development influence Norwegian teachers’ discourses on good mathematics teaching? | en_US |
| dc.type | Chapter | en_US |
| dc.description.version | publishedVersion | en_US |
| dc.rights.holder | © 2021 The Author(s) | en_US |
| dc.source.pagenumber | 241-248 | en_US |
| dc.identifier.cristin | 1907242 | |
| cristin.ispublished | true | |
| cristin.fulltext | original | |
