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Van Steenbrugge, Hendrik
Publications (6 of 6) Show all publications
Van Steenbrugge, H. (2018). Description of resource use of a Flanders teacher. In: : . Paper presented at Re(s)sources 2018 International Conference.
Open this publication in new window or tab >>Description of resource use of a Flanders teacher
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40976 (URN)
Conference
Re(s)sources 2018 International Conference
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-12-10Bibliographically approved
Van Steenbrugge, H. & Ryve, A. (2018). Developing a reform mathematics curriculum program in Sweden: relating international research and the local context. ZDM - the International Journal on Mathematics Education, 50(5), 801-812
Open this publication in new window or tab >>Developing a reform mathematics curriculum program in Sweden: relating international research and the local context
2018 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, no 5, p. 801-812Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research-based mathematics curriculum program development project in Sweden, whose educational context is currently characterized by multiple reform initiatives. Current reforms include a repositioning of the teacher as central for students’ learning, but also a trend toward initiatives and teacher resources that are more directive than has been the case in the past 30 years. Collecting data from multiple sources, such as teacher log books, lesson observations and feedback meetings, we build on input from 11 elementary school teachers trying out our materials, including student texts and a teachers’ guide, during four trial rounds. We analyze how international research about curriculum programs and teachers’ use of these programs are interpreted and operationalized within the Swedish context. In particular, the two research questions guiding the study are: (1) “How do Swedish teachers interact with and reason about the reform-based classroom practices promoted by the curriculum program?” and (2) “How do Swedish teachers interact with and reason about their use of a teachers’ guide?” From our experiences in the Swedish educational context, we suggest the following contextual aspects to take into account when designing a curriculum program whose design is grounded in international research literature: characteristics of current classroom practices, teachers’ role in classrooms, the level of explicit/implicit support teachers are used to receiving, and teachers’ experiences using a teachers’ guide.

Place, publisher, year, edition, pages
Springer Verlag, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40969 (URN)10.1007/s11858-018-0972-y (DOI)000444742300004 ()2-s2.0-85053185902 (Scopus ID)
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-10-04Bibliographically approved
Remillard, J., Van Steenbrugge, H., Machalow, R., Koljonen, T., Hemmi, K. & Krzywacki, H. (2018). Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study. In: Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova (Ed.), PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA): . Paper presented at Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 201-208).
Open this publication in new window or tab >>Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study
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2018 (English)In: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, p. 201-208Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40974 (URN)
Conference
Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-10-24Bibliographically approved
Krzywacki, H., Hemmi, K., Remillard, J. & Van Steenbrugge, H. (2018). Finnish primary teachers' interaction with curriculum materials: Digitalisation as an augmenting element. In: Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Ed.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1): . Paper presented at 42nd Conference of the International Group for the Psychology of Mathematics Education (pp. 259-266).
Open this publication in new window or tab >>Finnish primary teachers' interaction with curriculum materials: Digitalisation as an augmenting element
2018 (English)In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., 2018, p. 259-266Conference paper, Published paper (Refereed)
Abstract [en]

This paper investigates how Finnish primary teachers talk about their interaction with curriculum materials, especially the additional facilities that digitalisation and technology provide to mathematics education. Digital curriculum materials are seen as part of available resources for teaching and learning mathematics. The data of this qualitative study consists of semi-structured interviews with seven primary teachers. Six thematic categories emerge in the data illustrating the elements that teachers consider crucial in evaluating and using the curriculum resources. The Finnish teachers prove to be critical and strategic consumers who understand the potential of the digital curriculum materials but make decisions about the use primarily in terms of enhancing student learning. 

National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-40973 (URN)978-91-7601-904-7 (ISBN)
Conference
42nd Conference of the International Group for the Psychology of Mathematics Education
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-12-10Bibliographically approved
Norqvist, M. & Van Steenbrugge, H. (2018). Students' reasoning in the classroom: A method for analysis. In: PME: . Paper presented at PME42.
Open this publication in new window or tab >>Students' reasoning in the classroom: A method for analysis
2018 (English)In: PME, 2018Conference paper, Poster (with or without abstract) (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40975 (URN)
Conference
PME42
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-12-10Bibliographically approved
Van Steenbrugge, H., Remillard, J., Krzywacki, H., Hemmi, K., Koljonen, T. & Machalow, R. (2018). Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders. In: Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche (Ed.), Proceedings of the Re(s)sources 2018 International Conference: . Paper presented at Re(s)sources 2018 International Conference (pp. 117-121).
Open this publication in new window or tab >>Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders
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2018 (English)In: Proceedings of the Re(s)sources 2018 International Conference / [ed] Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche, 2018, p. 117-121Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40977 (URN)
Conference
Re(s)sources 2018 International Conference
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-09-21Bibliographically approved
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