Abstract
The VIDEOMAT project builds on analyses of early algebra teaching and learning in four different countries, Finland, Norway, Sweden and the USA (California). The first lessons of algebra teaching in schools in the four settings have been recorded and analyzed. The data collections followed a similar structure in all classrooms. Teachers were recruited and asked to contact the research teams when they began teaching the curricular unit of algebra, and the first four lessons of each class in each country were recorded. In addition, a fifth lesson, involving group work on a patterning task, was documented in all classrooms. In total, the corpus consists of 80 lessons. In addition, there are teacher interviews, focus groups and other materials available. The point of this book is to report features of the organization of classroom activities in algebra that stood out as typical of the four participating countries, and to report on similarities and differences.
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Säljö, R. (2019). The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures. In: Kilhamn, C., Säljö, R. (eds) Encountering Algebra. Springer, Cham. https://doi.org/10.1007/978-3-030-17577-1_3
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