Matematikklæreres oppfatninger om ingrediensene i god matematikkundervisning
DOI:
https://doi.org/10.5617/adno.2560Keywords:
Undervisningskunnskap i matematikk, oppfatninger om matematikkundervisning, oppfatninger om kunnskapAbstract
Studier av matematikklæreres oppfatninger om god matematikkundervisning, og om kunnskap viktig for å kunne legge til rette for og gjennomføre matematikkundervisning av høy kvalitet, fremheves som et viktig for kunnskapsbygging i matematikkdidaktisk forskning. Denne studien har disse oppfatningene i fokus, når gruppediskusjoner mellom matematikklærere analyseres innholdsanalytisk. Studien konkluderer med at matematikklærere fremhever elevrespons som den mest avgjørende faktoren for undervisning av høy kvalitet. Når diskusjonen omhandler lærerne, fremheves egenskaper ved lærere som en avgjørende faktor for undervisning av høy kvalitet, mens lærerkunnskap får noe mindre fokus.
Nøkkelord: undervisningskunnskap, oppfatninger om matematikkundervisning, oppfatninger om lærerkunnskap
Abstract
Studies of mathematics teachers’ beliefs about effective mathematics teaching and their beliefs about the knowledge needed to plan and implement high-quality mathematics teaching is an important basis for knowledge development in the field of mathematics education research. This study focuses on such beliefs. Group discussions including mathematics teachers are analyzed using content analysis. The study concludes that teachers highlight students’ response as the most decisive factor for high-quality teaching. When teachers are the focus of attention in the discussions, characteristics of teachers are emphasized as crucial for teaching quality. Teacher knowledge receives less emphasis.
Keywords: mathematical knowledge for teaching, beliefs about mathematics teaching, beliefs about knowledge for teaching
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