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HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-term)ORCID iD: 0000-0002-1928-7537
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-term)ORCID iD: 0000-0001-6075-1963
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-term)ORCID iD: 0000-0003-2079-4760
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this study we investigate how teachers talk about their use of mathematics teacher guides for support and inspiration, with the aim of broadening the knowledge of how teachers use these guides in and for teaching. Our second aim is to test whether guidelines for designing educative curriculum material can serve as an analytical tool. The results show that less experienced teachers use a wider scope of content in the teacher guide whereas more experienced teachers use teaching activities1 and support for the design of teaching. Common for all teachers, despite level of experience, is that they want the teacher guide to provide connections between theory and practice. The analytical tool served well for analysing interviews, helping us pay attention to the features of the content discussed.

Place, publisher, year, edition, pages
2014.
Keywords [en]
mathematics teacher guides, analytical tool, curriculum materials, support, inspiration
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-25810OAI: oai:DiVA.org:mdh-25810DiVA, id: diva2:739657
Conference
The Seventh Nordic Conference on Mathematics Education, NORMA 14 Turku June 3–6, 2014
Funder
Swedish Research CouncilAvailable from: 2014-08-21 Created: 2014-08-20 Last updated: 2015-01-21
In thesis
1. Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
Open this publication in new window or tab >>Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.

Place, publisher, year, edition, pages
Mälardalen University, 2014
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 179Mälardalen Studies in Educational Sciences
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25816 (URN)978-91-7485-159-5 (ISBN)
Presentation
2014-09-23, Zeta, Västerås, 13:00 (English)
Opponent
Supervisors
Available from: 2014-08-22 Created: 2014-08-21 Last updated: 2014-09-16Bibliographically approved

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Ahl, LindaKoljonen, TuulaHoelgaard, Lena

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CiteExportLink to record
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Citation style
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