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  • 1.
    Krzywacki, Heidi
    et al.
    Helsinki University, Finland.
    Hemmi, Kirsti
    Åbo Akademi, Finland.
    Remillard, Janine
    University of Pennsylvania, USA.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish primary teachers' interaction with curriculum materials: Digitalisation as an augmenting element2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., 2018, p. 259-266Conference paper (Refereed)
    Abstract [en]

    This paper investigates how Finnish primary teachers talk about their interaction with curriculum materials, especially the additional facilities that digitalisation and technology provide to mathematics education. Digital curriculum materials are seen as part of available resources for teaching and learning mathematics. The data of this qualitative study consists of semi-structured interviews with seven primary teachers. Six thematic categories emerge in the data illustrating the elements that teachers consider crucial in evaluating and using the curriculum resources. The Finnish teachers prove to be critical and strategic consumers who understand the potential of the digital curriculum materials but make decisions about the use primarily in terms of enhancing student learning. 

  • 2.
    Norqvist, Mathias
    et al.
    Umeå University, Sweden.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Students' reasoning in the classroom: A method for analysis2018In: PME, 2018Conference paper (Refereed)
  • 3.
    Remillard, Janine
    et al.
    University of Pennsylvania.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Machalow, Rowan
    University of Pennsylvania.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Åbo Akademi.
    Krzywacki, Heidi
    Helsinki University.
    Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study2018In: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, p. 201-208Conference paper (Refereed)
  • 4.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Description of resource use of a Flanders teacher2018Conference paper (Refereed)
  • 5.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Remillard, Janine
    University of Pennsylvania.
    Krzywacki, Heidi
    Helsinki University.
    Hemmi, Kirsti
    Åbo Akademi.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Machalow, Rowan
    University of Pennsylvania.
    Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders2018In: Proceedings of the Re(s)sources 2018 International Conference / [ed] Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche, 2018, p. 117-121Conference paper (Refereed)
  • 6.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Developing a reform mathematics curriculum program in Sweden: relating international research and the local context2018In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, no 5, p. 801-812Article in journal (Refereed)
    Abstract [en]

    This paper reports on a research-based mathematics curriculum program development project in Sweden, whose educational context is currently characterized by multiple reform initiatives. Current reforms include a repositioning of the teacher as central for students’ learning, but also a trend toward initiatives and teacher resources that are more directive than has been the case in the past 30 years. Collecting data from multiple sources, such as teacher log books, lesson observations and feedback meetings, we build on input from 11 elementary school teachers trying out our materials, including student texts and a teachers’ guide, during four trial rounds. We analyze how international research about curriculum programs and teachers’ use of these programs are interpreted and operationalized within the Swedish context. In particular, the two research questions guiding the study are: (1) “How do Swedish teachers interact with and reason about the reform-based classroom practices promoted by the curriculum program?” and (2) “How do Swedish teachers interact with and reason about their use of a teachers’ guide?” From our experiences in the Swedish educational context, we suggest the following contextual aspects to take into account when designing a curriculum program whose design is grounded in international research literature: characteristics of current classroom practices, teachers’ role in classrooms, the level of explicit/implicit support teachers are used to receiving, and teachers’ experiences using a teachers’ guide.

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