På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag
DOI:
https://doi.org/10.5617/adno.2671Keywords:
didaktikk, undervisningskunnskap i matematikk, forforståelser, tolkningAbstract
Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avklart. I denne studien retter vi blikket mot oss selv som lærerutdannere og analyserer to av artikkelforfatternes refleksjoner omkring nasjonale retningslinjer i matematikk for GLU 1–7, når vi diskuterer hvordan ulike forforståelser preger lesingen og tolkningen av teksten. Den ene leseren (en fagpedagog) opplever at fagdidaktikkbegrepet rent eksplisitt er fraværende i læreplanteksten, mens den andre leseren (en matematikkdidaktiker) ser begrepet implisitt i teksten. Med utgangspunkt i ulike forforståelser og tolkninger, mener vi det er nødvendig at lærerutdannere diskuterer sentrale profesjonsbegreper som fagdidaktikk for å utvikle et felles didaktisk språk og for å avklare forholdet mellom fag og fagdidaktikk. Slik vil didaktikk kunne bli mer synlig i utdanningen og læreplantekstene få en sterkere didaktisk innramming.
Nøkkelord: didaktikk, undervisningskunnskap i matematikk, forforståelser, tolkning.
Abstract
Student teachers experience lack of focus on subject didactics in some subjects in teacher education, whereas the national curriculum regulations emphasize this as a cohesive theme. A possible explanation might be that teacher educators have no common didactical language and that there is lack of clarity in the relationship between subject and subject didactics. In this study, we analyse the reflections of two of the authors on the national guidelines for mathematics in the primary teacher education programme for years 1–7, in which we discuss how different preconceptions influence our reading and interpretation of this text. One reader (with a background in pedagogy) contends that the concept of subject didactics is not explicitly present in the curriculum text, whereas the other reader (with a background in mathematics education) considers the concept to be implicitly present. Based on such diverging preconceptions and interpretations, we suggest that teacher educators need to discuss core concepts of the teaching profession – such as subject didactics – in order to develop a common didactical language and to clarify the relationship between subject and subject didactics in teacher education. This could contribute to improving the visibility of didactics in teacher education, and the curriculum guidelines might get a stronger didactical framing.
Keywords: didactics, mathematical knowledge for teaching, preconceptions, interpretation.
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