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  • 1.
    Berg, Gunnar
    Mälardalen University, School of Education, Culture and Communication.
    From Structural Dilemmas to Institutional Imperatives: A descriptive Teheory of the School as an Institution and of school organisations2007In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 39, no 5, p. 577-596Article in journal (Refereed)
    Abstract [en]

    The aim of the descriptive theory that is outlined in this article is to grasp the complexity of the school as a state and societal institution as well as single schools as organisations. The theory is based upon that a significant characteristic of this complexity is the ambiguity as far as the missions and goals – the outer boundaries – of the school-institution are concerned. Generally speaking it is reasonable to claim that the higher degree of institutional ambiguity that characterizes these outer boundaries the more extended is the available scope of action for single schools. To focus on the scope of action for single schools is also an expression of giving attention to the more and less extended latitudes for conducting professional oriented school development work.

  • 2.
    Hemmi, Kirsti
    et al.
    Abo Akad Univ, Fac Educ & Welf Studies, Vaasa, Finland.;Uppsala Univ, Fac Educ Sci, Uppsala, Sweden..
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Univ Helsinki, Dept Educ, Math Educ, Helsinki, Finland..
    Liljekvist, Yvonne
    Karlstad Univ, Dept Math & Comp Sci, Math Educ, Karlstad, Sweden..
    Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 342-361Article in journal (Refereed)
    Abstract [en]

    In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010-2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

  • 3.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lepik, M.b
    Tallinn University, Estonia.
    Viholainen, A.
    University of Eastern Finland, Finland.
    Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof2013In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 3, p. 354-378Article in journal (Refereed)
    Abstract [en]

    Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths. 

  • 4.
    Van Steenbrugge, Hendrik
    et al.
    Umeå University, Sweden.
    Lesage, Ellen
    Ghent University, Belgium.
    Valcke, Martin
    Ghent University, Belgium.
    Desoete, Annemie
    Ghent University, Belgium.
    Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?2014In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, no 1, p. 138-161Article in journal (Refereed)
    Abstract [en]

    This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning.

  • 5.
    Van Steenbrugge, Hendrik
    et al.
    Ghent University, Belgium.
    Valcke, Martin
    Ghent University, Belgium.
    Desoete, Annemie
    Ghent University, Belgium.
    Teachers’ views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose2013In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 3, p. 322-353Article in journal (Refereed)
    Abstract [en]

    The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers' views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers' views of mathematics textbook series, the question 'Does it really matter which mathematics textbook series schools choose' has to be answered positively. Implications of the findings are discussed.

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