Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

Steenbrugge, Hendrik Van; Larsson, Malin; Insulander, Eva; Ryve, Andreas

doi:10.1007/978-3-319-73253-4_8

Cited by 6 publications

(13 citation statements)

References 21 publications

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“…Furthermore, in the preparation stage of teaching, it was found that textbooks played a highly facilitating role in teachers’ understanding of mathematical content, including mathematics concepts, formulae, and theorems. The result is consistent with the findings of some previous studies (e.g., Van Steenbrugge et al, 2018 ) that textbooks helped teachers understand central ideas of mathematics for their teaching. With regard to evaluation, according to the results from the interview data and previous literature (e.g., Ulusoy & Incikabi, 2020 ), we think that textbook developers need to design assessment tasks in such a way that they can better meet the needs and levels of different students so as to better facilitate teachers’ teaching.…”

Section: Discussionsupporting

confidence: 93%

“…Furthermore, in the preparation stage of teaching, it was found that textbooks played a highly facilitating role in teachers' understanding of mathematical content, including mathematics concepts, formulae, and theorems. The result is consistent with the findings of some previous studies (e.g., Van Steenbrugge et al, 2018) that textbooks helped teachers understand central ideas of mathematics for their teaching.…”

Section: Discussionsupporting

confidence: 93%

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Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

Fan

Cheng

Xie

et al. 2021

ZDM Mathematics Education

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In this paper we report on a survey study of teachers’ perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers’ teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers’ teaching, partly drawing on Shulman’s model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was most evident in the process of transformation and comprehension, and least evident in evaluation in teachers’ pedagogical reasoning and action; compared with student books and exercise books, teacher manuals played a larger facilitating role in teachers’ teaching; and finally, compared with teacher characteristics, school characteristics had a greater influence on the extent to which textbooks played a role of facilitation or hindrance for teachers’ instructional practice. Implications and suggestions are given at the end of the paper. Supplementary Information The online version contains supplementary material available at 10.1007/s11858-021-01306-6.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 93%

Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

Fan

Cheng

Xie

et al. 2021

ZDM Mathematics Education

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“…In a previous study (Kaufmann & Ryve, 2019) we analyzed teachers' collegial discussions with the aim of theorizing about how the teachers' role was constructed collegially. These collegial discussions were part of a large professional development program for mathematics teachers (Boost for Mathematics, BfM, Insulander et al, 2019, Steenbrugge et al, 2018, and the analysis of the collegial discussions resulted in the identification of three main discourses within which teachers tended to navigate and position themselves. Three discourses emerged from the analysis of collegial discussion data: a traditional discourse, a reformoriented discourse (see, e.g., Kilpatrick et al, 2001;Munter et al, 2015;Valoyes-Chávez, 2019), and a democratic teacher role discourse.…”

Section: The Casementioning

confidence: 99%

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Matta¹,

Kaufmann²,

Ryve³

2022

NTQR

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In this paper, we discuss a set of procedures for the visualization of conversation data, based on machine learning and text mining algorithms. The methodological function of these visualization methods is to support (rather than substitute) humanistic and interpretive qualitative data analysis. The context of our methodological discussion is the study of teachers’ learning communities. Enabling collegial learning among teachers has been argued to play a pivotal role in both teachers’ professional development and students’ learning. The problem is that the interpretive study of collegial discussions among teachers, which are typically considered a fruitful context for the study of teachers' collegial learning, is both time-consuming and cognitively demanding. Several scholars have discussed the potential of including machine learning and text mining in the toolbox of qualitative data analysis as a way to analyze large qualitative data sets and solve the time demand problem. However, the literature discussing the use of machine learning and text mining for qualitative research typically conceives the algorithms as substitutes for the work of the researcher. These automatized approaches are introduced to categorize the data, substituting the researcher in the analysis process. In contrast, we discuss the potential rewards of using automatized methods to support the analysis of teachers’ collegial discussions. We introduce a set of visualization procedures based on semi-supervised topic modeling and supervised classification algorithms and discuss how these visualizations can provide additional elements useful for the analysis of collegial discussions. Whereas these visualizations do not substitute interpretive analysis, we argue that they can support researchers’ interpretations by reducing data, identifying patterns of interactions, and possibly, visualizing group-level learning.

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“…National evaluations (Österholm et al, 2016;Ramböll, 2016) and research studies (e.g., Boesen et al, 2015;Insulander et al, 2019;Lindvall et al, 2018;Van Steenbrugge et al, 2018) of BfM have been conducted, focusing on different aspects of its implementation or impacts on teachers, instruction, and students. Only two of these, however, have emphasized issues that are in focus in the present study: the impact of BfM on mathematics instruction (Österholm et al, 2016) and on student achievement (Lindvall et al, 2018).…”

Section: Previous Evaluations and Studies Of Boost For Mathematicsmentioning

confidence: 99%

“…They can function as a tool to allow teachers to focus on specific aspects of their practice instead of everything at once (Kazemi & Hubbard, 2008). In fact, two recent studies investigating how different PD materials from BfM supported teachers' negotiation of meaning around these resources (Insulander et al, 2019;Van Steenbrugge et al, 2018) indicate that more prescriptive materials (e.g., suggesting certain teacher actions) supported teachers' participation around central didactical ideas in the collegial discussions to a higher extent than did materials that rely on teachers drawing on their previous knowledge and making independent judgements. This supports Grossman and McDonald's (2008) call for increased levels of pedagogies of enactment.…”

Section: The Professional Development Program's Designmentioning

confidence: 99%

Impact and Design of a National-scale Professional Development Program for Mathematics Teachers

Lindvall

Helenius

Eriksson

et al. 2021

Scandinavian Journal of Educational Research

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By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers' instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.

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Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

Cited by 6 publications

References 21 publications

Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Impact and Design of a National-scale Professional Development Program for Mathematics Teachers

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