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Mathematics teaching development: learning from developmental research in Norway

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Abstract

This paper is a product of mathematics teaching developmental research projects based on establishing communities of inquiry comprising schoolteachers working at all grades and university-based teacher educator/researchers (didacticians). The projects are established on the principle that teachers taking an inquiry stance in their practice can assert their agency to develop their teaching to enable improved learning experiences for their students. The educational context and the societal pressure to develop mathematics teaching in Norway where the projects were implemented are described. A case study of a group of upper secondary teachers who are working together with didacticians within the topic of algebra is briefly outlined. A descriptive analysis of the case calls into question the fundamental developmental principles upon which the projects are established. Teaching is observed to exist in alignment to regular practice through the interaction of strong constitutional, institutional, social and professional forces, which inquiry alone appears unable to realign. Teaching development occurs through a gradual extrapolation of practice as teachers implement approaches that they learn from the experience of others and imagine into their own practice.

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Notes

  1. Such errors in algebra are well documented in the literature, as discussed for example by Hewitt (2012).

  2. In the quotations pseudonyms are used for teachers and didacticians. Analysis is carried out in the original language, illustrative quotes are translated by the author. Text in square brackets has been added to improve sense, italic script is used as explanatory text.

  3. This is reported by Jørgensen, Steinsland and Solheim (2007). Unfortunately space prevents presentation of this contrasting case here.

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  1. University of Agder, Postbox 422, 4604, Kristiansand, Norway

    Simon Goodchild

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  1. Simon Goodchild
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Correspondence to Simon Goodchild.

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Goodchild, S. Mathematics teaching development: learning from developmental research in Norway. ZDM Mathematics Education 46, 305–316 (2014). https://doi.org/10.1007/s11858-013-0567-6

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