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Characterizing theories aimed at supporting teachers' mathematical classroom practices
Orebro Univ, Sch Sci & Technol, Orebro, Sweden..
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-3329-0177
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-6518-1418
2017 (English)In: 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, p. 3865-3872Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017. p. 3865-3872
Keywords [en]
Theoretical frameworks, theories for actions, mathematical classroom practice
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-43991ISI: 000467053304114OAI: oai:DiVA.org:mdh-43991DiVA, id: diva2:1323601
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-06-12Bibliographically approved

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Ryve, AndreasLarsson, Maria

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