mdh.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation
Mälardalens högskola.
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: 0000-0003-0120-9829
Stockholms universitet, Stockholm, Sweden.
2014 (Engelska)Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, nr 1, s. 7-26Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Finnish students' success on all three content domains of each of the four cycles of the OECD's Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets-interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed. 

Ort, förlag, år, upplaga, sidor
2014. Vol. 87, nr 1, s. 7-26
Nyckelord [en]
Classroom norms, Finland, Mathematics didactics, Mathematics teaching, PISA, Teacher educator conceptions, TIMSS
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:mdh:diva-24813DOI: 10.1007/s10649-014-9545-3ISI: 000339826900002OAI: oai:DiVA.org:mdh-24813DiVA, id: diva2:710346
Anmärkning

Correspondence Address: Andrews, P.; Mälardalens högskola, Västerås, Sweden; email: paul.andrews@mnd.su.se

Tillgänglig från: 2014-04-07 Skapad: 2014-04-04 Senast uppdaterad: 2018-01-03Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Ryve, AndreasHemmi, Kirsti

Sök vidare i DiVA

Av författaren/redaktören
Andrews, PaulRyve, AndreasHemmi, Kirsti
Av organisationen
Mälardalens högskolaUtbildningsvetenskap och Matematik
I samma tidskrift
Educational Studies in Mathematics
Samhällsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 495 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf