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Abstract
Bridging the dichotomy of theory and practices has long been a key issue of the research in teacher education both in general and within mathematics education (Østergaard, 2016). In the15th ICMI Study (Even & Ball, 2009) there is brief discussion of this dichotomy in (Ponte et al, 2009) but mainly the perspective is either on students learning from practice or students learning in an educational programme, which we see as an example of the dichotomy between theory and practices often seen in research of mathematics teacher education. In studies, focusing on bridging the gap often it is seen being on students reflecting on their own practice (Rasmussen, 2016) or on students own understanding of  or views on the gap between theory and practice (Østergaard 2016). One study is found to address student development both in an educational context (method course) as well as in a practices context (weekly practicum) focusing on the use of both contexts to further the students’ development (Bahr, Monroe & Eggett, 2013). The study showed that students adapted views according with the reform movement central to the method course.
Originalsprog  Engelsk 

Publikationsdato  31 maj 2017 
Antal sider  2 
Status  Udgivet  31 maj 2017 
Begivenhed  NORMA 17: The Eighth Nordic Conference on Mathematics Education  Stockholm University, Stockholm, Sverige Varighed: 31 maj 2017 → 2 jun. 2017 Konferencens nummer: 8 http://www.mnd.su.se/omoss/evenemang/norma17 
Konference
Konference  NORMA 17 

Nummer  8 
Lokation  Stockholm University 
Land/Område  Sverige 
By  Stockholm 
Periode  31/05/17 → 02/06/17 
Internetadresse 
Emneord
 Skoler, fag og institutioner
 matematikdidaktik
 teori og praksis i læreruddannelse
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Bridging the gap between Theory og Practice
Lóa Björk Jóelsdóttir (Oplægsholder) & Lóa Björk Jóelsdóttir (Oplægsholder)
15 mar. 2018Aktivitet: Tale eller præsentation  typer › Foredrag eller oplæg