From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics

Dorte Moeskær Larsen; Lene Junge; Mette Dreier Hjelmborg

From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics

Dorte Moeskær Larsen
, Lene Junge
, Mette Dreier Hjelmborg

Læreruddannelsen i Odense

Research output: Contribution to journal › Conference article

Abstract

Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel & Stylianides, 2018) was video-observed and interviewed
during a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb & Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need to
make compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.

Original language	English
Book series	Skrifter från Svensk förening för MatematikDidaktisk Forskning
Volume	17
Pages (from-to)	145
Number of pages	152
ISSN	1651-3274
Publication status	Published - Dec 2022
Event	NORMA 20, The Ninth Nordic Conference on Mathematics Education - Online, Oslo, Norway Duration: 1 Jun 2021 → 4 Jun 2021 https://www.uv.uio.no/ils/english/about/events/2021/norma/

Conference

Conference	NORMA 20, The Ninth Nordic Conference on Mathematics Education
Location	Online
Country/Territory	Norway
City	Oslo
Period	01/06/21 → 04/06/21
Internet address	https://www.uv.uio.no/ils/english/about/events/2021/norma/

Cite this

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title = "From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics",

abstract = "Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel \& Stylianides, 2018) was video-observed and interviewed during a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb \& Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need to make compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.",

author = "Larsen, \{Dorte Moesk{\ae}r\} and Lene Junge and Hjelmborg, \{Mette Dreier\}",

year = "2022",

month = dec,

language = "English",

volume = "17",

pages = "145",

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issn = "1651-3274",

publisher = "Svensk f{\"o}rening f{\"o}r MatematikDidaktisk Forskning",

note = "NORMA 20, The Ninth Nordic Conference on Mathematics Education ; Conference date: 01-06-2021 Through 04-06-2021",

url = "https://www.uv.uio.no/ils/english/about/events/2021/norma/",

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AU - Junge, Lene

AU - Hjelmborg, Mette Dreier

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Y1 - 2022/12

N2 - Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel & Stylianides, 2018) was video-observed and interviewed during a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb & Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need to make compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.

AB - Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel & Stylianides, 2018) was video-observed and interviewed during a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb & Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need to make compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.

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Y2 - 1 June 2021 through 4 June 2021

ER -

From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics

Abstract

Conference

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