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Mathematics teachers' meaning making: problematizing the process of learning in and from daily practice
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
2015 (English)In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, 2015, p. 2963-2964Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Mathematics teachers’ development and the understanding of what constitutes learning are an on going topic and highlighting the complexity in the processes of learning in and from practice. This study builds on the idea that mathematics teachers’ professional development needs to be based on their classroom practice (Goodchild, 2008; Kazemi & Franke, 2004). Teacher participating in a working group, a learning community, and reflect on their own teaching and students learning. Working collaborative the mathematics teacher developed understanding of mathematical communication and mathematical reasoning in their teaching algebra.

Place, publisher, year, edition, pages
2015. p. 2963-2964
Keywords [en]
Developmental research project, Mathematical communication and mathematical reasoning
National Category
Other Mathematics Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-53819OAI: oai:DiVA.org:lnu-53819DiVA, id: diva2:938945
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic
Available from: 2016-06-17 Created: 2016-06-17 Last updated: 2016-10-14Bibliographically approved

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Sterner, Helén

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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Output format
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  • asciidoc
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