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Reflection and the object of learning
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
2016 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, no 1, 60-75 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

Design/methodology/approach – The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD.

Findings – The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way.

Practical implications – The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects.

Social implications – The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process.

Originality/value – A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

Place, publisher, year, edition, pages
2016. Vol. 5, no 1, 60-75 p.
Keyword [en]
professional development, algebra, reflection, critical aspects, dimension of variation
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-48618DOI: 10.1108/IJLLS-08-2015-0026OAI: oai:DiVA.org:lnu-48618DiVA: diva2:891890
Available from: 2016-01-08 Created: 2016-01-08 Last updated: 2016-05-13Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf