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Characterizing theories aimed at supporting teachers' mathematical classroom practices
Orebro Univ, Sch Sci & Technol, Orebro, Sweden..
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3329-0177
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-6518-1418
2017 (engelsk)Inngår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, s. 3865-3872Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In this paper we draw upon examples from a recently published systematic literature review (Ryve et al., 2015) on productive classroom practice to contribute to the research on the nature of theories for action in mathematics education. By relating the results from the review to theories and literature on educational policy research, professional development research and implementation research we construct a framework for categorizing theories aiming at supporting teachers' actions in mathematical classroom practices.

sted, utgiver, år, opplag, sider
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017. s. 3865-3872
Emneord [en]
Theoretical frameworks, theories for actions, mathematical classroom practice
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-43991ISI: 000467053304114OAI: oai:DiVA.org:mdh-43991DiVA, id: diva2:1323601
Konferanse
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Tilgjengelig fra: 2019-06-12 Laget: 2019-06-12 Sist oppdatert: 2019-06-12bibliografisk kontrollert

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Ryve, AndreasLarsson, Maria

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