Interaction, Organisation, Tasks and Possibilities for Learning about Mathematical Relationships: A Swedish Classroom Compared with a US Classroom

Liljestrand, Johan; Runesson, Ulla

doi:10.1163/9789087901639_009

Cited by 3 publications

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“…3 Tre begrepp kan i den här formuleringen kontrasteras mot traditionell förmedlingspedagogik: "aktivt", "öppet" och "sökande". Dessa tre aktivitetsinriktade begrepp föregås också av målet att elever ska lära sig matematik i "meningsfulla situationer", där undervisningen ska ske i situationer som eleven kan relatera till sin tidigare erfarenhet (se t ex Liljestrand & Runesson 2006). Liksom i den föregående formuleringen åsyftas dessutom den enskilde "eleven", vilket kan förstås mot bakgrund av läroplanens intresse för individer, något som jag återkommer till i vad som följer.…”

Section: Att Ta Sin Utgångspunkt Hos Eleven Som Utbildningsfilosofi Ounclassified

“…Den här typen av situationer skiljer sig ändå från många andra situationer, där läraren överhuvudtaget inte frågar elever eller frågar mot tydligt begränsade svarsalternativ (se t ex Lundgren 1981, Liljestrand & Runesson 2006, eller där elever utför olika sorters prov. 6 I sådana situationer är det tydligt att läraren dominerar undervisningen, och de skulle inte heller fungera som exempel för att förstå mål där läroplanen eftersträvar att undervisningen ska utgå från eleven.…”

Section: Att Ta Sin Utgångspunkt Hos Eleven Som Utbildningsfilosofi Ounclassified

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Elevcentrerade undervisningsfilosofier som pedagogisk paradox

Liljestrand¹

2007

U&D

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Student centered philosophies of teaching as pedagogical paradox. The idea of student centered teaching is complex. In this study I approach this subject by the notion of student activity and student discovery. Through these concepts the idea of having the student as point of departure becomes most distinct in the sense that the teachers knowledge is put more or less in the background in order to support the knowledge of the student. This idea may, however, be problemized by investigating the social interaction in the classroom. Through an empirical and theoretical investigation of typical situations in the classroom I develop three main conclusions: the student is always a subject in a web of social interactions with other participants, and not a private discoverer; the active and discovering student is more or less dependent on the teachers professionally recognized knowledge, and, finally; some students are better prepared for doing active discoveries than other students, which makes their dependence on the teacher even more visible. It is argued that the notion of activity and discovery has to be reformulated to include the social interaction with the teacher in order to be a practical possibility in the everyday life of the classroom.

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Section: Att Ta Sin Utgångspunkt Hos Eleven Som Utbildningsfilosofi Ounclassified

Elevcentrerade undervisningsfilosofier som pedagogisk paradox

Liljestrand¹

2007

U&D

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Opening up spaces for learning: Learners' perceptions of Mathematical Literacy in Grade 10

Venkat

Graven

2008

Education as Change

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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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Interaction, Organisation, Tasks and Possibilities for Learning about Mathematical Relationships: A Swedish Classroom Compared with a US Classroom

Cited by 3 publications

References 0 publications

Elevcentrerade undervisningsfilosofier som pedagogisk paradox

Elevcentrerade undervisningsfilosofier som pedagogisk paradox

Opening up spaces for learning: Learners' perceptions of Mathematical Literacy in Grade 10

Swedish Upper Secondary Students’ Perspectives on the Typical Mathematics Lesson

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