CERME7 Working group 17: From a study of teaching practices to issues in teacher education

Around a quarter of WG17 papers focused on mathematical content knowledge needed for teaching (MCKT), trying to define it in relation to characteristics of the mathematical knowledge of other profe...

Developing Algebraic Thinking in a Community of Inquiry : Collaboration between Three Teachers and a Didactician

In this thesis I report from a study of the development of algebraic thinking of three teachers, from lower secondary school, and a didactician from a university in Norway (myself). The thesis offers an account of the relationship between the participants’ development of algebraic thinking and the processes related to the creation and development of a community of inquiry. In addition, the thesis presents elements of the relationship between the teachers’ development of algebraic thinking and their thinking in relation to their teaching practice. My theoretical framework was elaborated according to the criteria of relevance and coherence. In order to conceptualise the participants’ developm…

Designing and implementing mathematical tasks: the T-shirt task

In-service teachers' professional development: which systemic aspects are involved?

This study offers insights into the impact of a developmental research project on mathematics teachers’ teaching practice. The research is situated within a project, the TBM project (Teaching Bette...

Toward a More Sustainable Pre-service Teacher Education: A Study in Progress

In this chapter, Toward a more sustainable pre- service teacher education: a study in progress, Claire Vaugelade Berg, Barbro Grevholm, Ase Haraldstad, Bente Velle Hellang, Annbjorg Haoy, Aslaug Kristiansen and Gro-Renee Rambo argue that: “A sustainable teacher education includes developing pre-service teachers’ awareness of the advantages and consequences of adopting a critical stance: a stance where one looks critically and self-critically at everyday-teaching practice, and aim at improving it in order to achieve pupils’ meaningful understanding of the subject matter.” The aim is to supply teachers with relevant skills that make them become well-qualified teachers. The role of developing …

Mediated action in teachers’ discussions about mathematics tasks

Published version of an article in the journal: ZDM. Also available from the publisher at: http://dx.doi.org/10.1007/s11858-012-0423-0 This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic…