The Finnish mathematics teachers' lexicon

Hannula, Markku S.; Sahlström, Fritjof; Kiviharju, Jani

doi:10.4324/9780429355622-10

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“…Concerning communication, language, and texts in DM, it is reported that Finnish mathematics teachers' terminology is more focused on the interaction between teacher and students and on lesson organization rather than on mathematics specific aspects of teaching [50]. Mathematics proficiency is shown to correlate stronger with spelling proficiency than with reading proficiency.…”

Section: Corner 2 In the Triad: Messages From The Researchersmentioning

confidence: 99%

“…The International Lexicon Project is led by Clarke [74], and here, Hannula [50] describes the Finnish part of it. The aim of the overarching project is to identify and compare lexica used by mathematics teachers for describing mathematics lesson events in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, and the USA.…”

Section: Aspect 1: Problems or Issues Presented In The Papers And The...mentioning

confidence: 99%

“…In NORMA17, we find papers representing these areas. For example, the use of ICT is treated in papers [40,45,46], textbooks are addressed in [67][68][69], mathematical reasoning in papers [39,47,53,63], language and communication in papers [42,43,[50][51][52], students' attitudes and beliefs in papers [45,49,56], and inquiry in paper [70]. Teachers and teaching, also mentioned above, is the focus of many of the papers in NORMA17.…”

Section: The Breadth Of Nordic Research In Didactics Of Mathematicsmentioning

confidence: 99%

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Recent Nordic Research in Mathematics Education Illustrated by Examples from NORMA17

Grevholm

2021

Mathematics

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A characterization of recent Nordic research in didactics of mathematics is presented based on the 32 research reports from the Nordic and Baltic countries in the proceedings from NORMA17 (The eighth Nordic conference on didactics of mathematics). Recent Nordic research in didactics of mathematics is observed from several aspects such as choice of problem, theory, method, result, and target for the message. The analyses of the papers on different levels and from a manifold of perspectives build up an image of what Nordic research in DM (didactics of mathematics) contains and represents currently. The closeness and cooperation between researchers in the Nordic countries is characteristic as well as the breadth and variation in the choice of questions, theories, and methods. Research activity seems to flourish most in Norway. Small-scale studies as well as larger projects are visible. A variety of messages about mathematics teaching and learning for all age groups are directed to students, mathematics teachers, teacher educators, and policymakers. Quantitative and qualitative empirical studies dominate. Conceptual or theoretical investigations are rare. Studies of outcomes of interventions, including teaching approaches and experiments are most common, followed by studies of learning and cognition, including problem-solving. There is a need for surveys and overviews as so many new results are exposed.

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Section: Corner 2 In the Triad: Messages From The Researchersmentioning

confidence: 99%

Section: Aspect 1: Problems or Issues Presented In The Papers And The...mentioning

confidence: 99%

Section: The Breadth Of Nordic Research In Didactics Of Mathematicsmentioning

confidence: 99%

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Recent Nordic Research in Mathematics Education Illustrated by Examples from NORMA17

Grevholm

2021

Mathematics

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The Finnish mathematics teachers' lexicon

Cited by 1 publication

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Recent Nordic Research in Mathematics Education Illustrated by Examples from NORMA17

Recent Nordic Research in Mathematics Education Illustrated by Examples from NORMA17

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