Grethe Kjensli

Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) s. 4834-4841

Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12)

This paper reports on a project in a mathematics course for prospective teachers, where the teacher educator modelled feedback based on formative assessment principles. We analyse and discuss the prospective teachers’ responses when they are challenged to reflect from a teacher’s perspective on how to use different models to compare fractions in a primary classroom setting. We find that the prospective teachers tended to use the feedback to move forwards in their teacher perspective, while some of them reflected on their uncertainty of how to use the models in a classroom. We argue that the prospective teachers got the opportunity to reflect on their own learning process.

Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021 s. 41-48

In this article, we report on the challenges of enacting a dialogic approach to teaching mathematics. Using the five principles and three repertoires of dialogic teaching as theoretical framework, we draw on interviews and classroom observations of a secondary-school teacher who aspired to teach mathematics through dialogue. We analysed his accounts and videos of his lessons to identify his strategies for dialogic teaching and challenges in implementing these. We found that the usefulness of strategies for dialogue changed over time and that some challenges were manifestations of tensions between the five principles, and thus intrinsic to dialogic teaching. Specifically, concerns for broad participation needed to be balanced against concerns for mathematical content, while the pursuit of a specific mathematical goal – the purposeful principle – lead to missed opportunities for chaining ideas into coherent lines of thinking and understanding – the cumulative principle.

Undervisningskunnskap i matematikk s. 78-103