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Characterizing theories aimed at supporting teachers’ mathematical classroom practices
Örebro University, School of Science and Technology. (Matematikdidaktik)
School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we draw upon examples from a recently published systematic literature review (Ryve et al, 2015) on productive classroom practice to contribute to the research on the nature of theories for action in mathematics education. By relating the results from the review to theories and literature on educational policy research, professional development research and implementation research we construct a framework for categorizing theories aiming at supporting teachers’ actions in mathematical classroom practices.

Place, publisher, year, edition, pages
2017.
National Category
Didactics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-62189OAI: oai:DiVA.org:oru-62189DiVA, id: diva2:1155617
Conference
10th Congress of European Research in Mathematics Education (CERME 10), Dublin, Ireland, February 1-5, 2017
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2018-09-14Bibliographically approved

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Characterizing theories aimed at supporting teacher s’ mathematical classroom practices

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Nilsson, Per

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