Teachers’ learning of ambitious mathematics teaching as changes in pedagogical discourse
Journal article, Peer reviewed
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Date
2023Metadata
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- Institutt for lærerutdanning [3909]
- Publikasjoner fra CRIStin - NTNU [40022]
Original version
Nordisk matematikkdidaktikk. 2023, 28 (1/2), 79-98.Abstract
This study investigates changes in teachers’ pedagogical discourse as they partici- pate in a professional development project. Fourteen Norwegian elementary-school teachers collaborate in learning cycles where the overarching aim is to learn ambi- tious mathematics teaching. Data from interviews with two groups of teachers are analysed. The findings reveal significant changes in the teachers’ pedagogical dis- course: valuing new teaching practices, talking about more specific aspects of ambi- tious teaching and making references to student learning. The findings also reveal a shift in the teachers’ pedagogical discourse around struggling students. Teachers’ learning of ambitious mathematics teaching as changes in pedagogical discourse