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Kryzwacki, Heidi
Publications (2 of 2) Show all publications
Hemmi, K., Kryzwacki, H. & Liljekvist, Y. (2019). Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials. Journal of Curriculum Studies, 51(3), 342-361
Open this publication in new window or tab >>Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 342-361Article in journal (Refereed) Published
Abstract [en]

In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010-2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

Place, publisher, year, edition, pages
Curriculum materials, primary teachers, primary mathematics, cross-cultural studies, professional development
National Category
Didactics Pedagogical Work
urn:nbn:se:mdh:diva-43295 (URN)10.1080/00220272.2018.1479449 (DOI)000464726000004 ()2-s2.0-85048363732 (Scopus ID)
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-06-11Bibliographically approved
Hemmi, K., Kryzwacki, H. & Koljonen, T. (2017). Investigating Finnish teacher guides as a resource for mathematics teaching. Scandinavian Journal of Educational Research, 62(6), 911-928
Open this publication in new window or tab >>Investigating Finnish teacher guides as a resource for mathematics teaching
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 6, p. 911-928Article in journal (Refereed) Published
Abstract [en]

The most commonly used Finnish mathematics teacher guides (Grades 1–6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by nonspecific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.

National Category
Other Mathematics
urn:nbn:se:mdh:diva-36399 (URN)10.1080/00313831.2017.1307278 (DOI)000445081100007 ()2-s2.0-85019041755 (Scopus ID)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2018-10-04Bibliographically approved

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