Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Hansson, Åse

doi:10.1007/s10649-010-9249-2

Cited by 28 publications

(31 citation statements)

References 26 publications

(27 reference statements)

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“…In such studies, students' own views as to the nature of the teaching they received were subordinated to those constructs addressed by the researchers concerned, an omission this paper aims to redress. Finally, with respect to Swedish students' views of the typical lesson little is known, although they claim to experience long bouts of teacher exposition and regular tests (Hansson, 2010). …”

Section: Students' Perspectives On the Typical Lessonmentioning

confidence: 99%

Swedish Upper Secondary Students’ Perspectives on the Typical Mathematics Lesson

Andrews¹,

Larson²

2017

ADN

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This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which yielded a consistent lesson structure. This comprised a period, known as a genomgång, during which teachers 'go through' something, followed by periods of individual work from the book. While there was some variation in the manifestation of both elements of the lesson, students were remarkably consistent in their summary of the typical lesson structure.

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Section: Students' Perspectives On the Typical Lessonmentioning

confidence: 99%

Swedish Upper Secondary Students’ Perspectives on the Typical Mathematics Lesson

Andrews¹,

Larson²

2017

ADN

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“…In the earlier study (Hansson, 2010), where a model of REL was developed, it turned out that responsibility for students' learning processes manifested itself in different ways in different types of teaching, such as in teacher-or student-centered teaching. Taking responsibility can thus not be regarded as a method or organization, but rather a dimension that permeates the various methods and forms of organization.…”

Section: Mathematics Instruction In Multilingual Classroomsmentioning

confidence: 99%

“…In order to describe mathematics teaching from this perspective, a model is required that highlights dimensions of the responsibility for the learning processes hypothesized to be important for student's construction of knowledge in mathematics. In a prior study (Hansson, 2010), a model was developed comprising three theoretically based dimensions that identify and describe such responsibility, namely: Teacher Activity, Student Activity and a dimension that illustrates that the Mathematics Content is highlighted as an object of teaching, see Fig. 3 in Section 3.2.4.…”

Section: Introductionmentioning

confidence: 99%

“…By considering mathematics teaching from these theoretical starting points, it was possible in the previous study (Hansson, 2010) to distinguish different dimensions of mathematics teaching, which the teacher is responsible for organizing and providing. These dimensions constituted the multidimensional construct REsponsibility for students' Learning process (REL), hypothesized to be important for students' possibilities to perform in mathematics.…”

Section: Introductionmentioning

confidence: 99%

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The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning

Hansson

2012

Educ Stud Math

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In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students' performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers' responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students' performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students' learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students' social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students' learning processes in classes Educ Stud Math (2012) with a high proportion of students born abroad or a high proportion of students with low socio-economic status.

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“…The didactical contract refers to the rules that regulate and constitute the roles between actors in the learning environment (Hansson 2010). Steinbring (2005) emphasises that the mathematics-studentteacher triplet cannot be reduced to the individual components: the three different elements depend on the mutual relations and interactions between the components.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

Bjuland

2012

ZDM Mathematics Education

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The mediating role of a teacher's use of semiotic resources in pupils' early algebraic reasoning Raymond Bjuland AbstractThis paper focuses on the semiotic resources used by an experienced sixth-grade teacher when her pupils are working on a mathematical task involving written text and the two inscriptions of figure and diagram. Socio-cultural analytical constructs such as semiotic bundle, space of joint action and togethering are applied in order to enable and frame the collective activity of the teacher and pupils. Four extracts from different situations in the classroom illustrate the important role of both teacher gestures and pupil gestures, interacting with other modalities such as speech and inscription, in the process of making sense of pupils' appropriation of coordinating two dimensions in a diagram. It is argued that the nature of the mathematical task is an important entry point into early algebraic reasoning. The study emphasises the mediating role of the dynamics of semiotic bundles produced in teacher-pupil dialogues as a promising way to address the fundamental relationships between mathematics, pupil and teacher in a classroom context in order to provoke pupil involvement and engagement when experiencing mathematics.

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Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Cited by 28 publications

References 26 publications

Swedish Upper Secondary Students’ Perspectives on the Typical Mathematics Lesson

Swedish Upper Secondary Students’ Perspectives on the Typical Mathematics Lesson

The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning

The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

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