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Lower secondary mathematics teachers’ understanding of quality in inquiry-based mathematics

Publikation: Bidrag til bog/antologi/rapportKonferenceartikel i proceedingpeer review

Abstract

Despite the fact that all teachers probably have an intuitive sense of the concept of quality, and the fact that inquiry-based mathematics can be described as containing a substantial and masteryoriented concept of quality, it calls for a nuanced and systematic approach when working with quality. By using a mixed-method exploratory case study design we have applied a multidimensional model that implies a prescribed, experienced and documented perspective on quality to investigate lower secondary school teachers' understandings of quality in inquiry-based mathematics. Results show two teachers with very different understandings of quality in inquiry-based mathematics and also that the applied method can be an important tool for professional development.
OriginalsprogEngelsk
TitelInterplay between research and teaching practice in mathematics education : Proceedings of NORMA24 The tenth Nordic Conference on Mathematics Education Copenhagen, 2024
RedaktørerCharlotte Krog Skott, Morten Blomhøj, Anders Eckert, Raimundo Elicer, Rune Herheim, Bjarnheiður Kristinsdóttir, Dorte Moeskær Larsen, Guri A. Nortvedt, Peter Nyström, Jóhann Örn Sigurjónsson, Andreas Lindenskov Tamborg
Antal sider7
ForlagSvensk förening för MatematikDidaktisk Forskning
Publikationsdato26 mar. 2025
Sider345-352
ISBN (Elektronisk)9789198402483
StatusUdgivet - 26 mar. 2025
NavnSkrifter från Svensk förening för MatematikDidaktisk Forskning
Nummer19
ISSN1651-3274

Emneord

  • matematik
  • Kvalitet
  • undersøgende arbejde

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