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  • 1.
    Bergwall, Andreas
    et al.
    Örebro University, School of Science and Technology.
    Knutsson, Malin
    Örebro University, School of Science and Technology.
    Students’ views on mathematical challenges in working as a teacher2014In: The Seventh Nordic Conference onMathematics Education, NORMA 14 Turku, June 3–6, 2014: PROGRAMME AND ABSTRACTS / [ed] Harry Silfverberg, 2014Conference paper (Refereed)
    Abstract [en]

    Many frameworks for teacher knowledge describe the work of a mathematics teacher as highly complex and therefore requires specialized competences (e.g. Rowland & Ruthven, 2011). At the same time, countries around the world have difficulties in recruiting highly qualified students to teacher education. Furthermore, teacher educators often express that prospective teachers question the amount and level of mathematics that they have to learn. Research on views about teaching often focuses on teachers’ views (Philipp, 2007). Less is known about students’ views about working as a teacher and how those might influence their choice of a profession. The focus of this study is on the views that students have on mathematical challenges associated with the work of a mathematics teacher, when compared to other occupations.

  • 2.
    Hagström, Malin
    et al.
    Örebro University, School of Science and Technology.
    Wetterstrand, Frida
    Örebro University, School of Science and Technology.
    EPA blir STAR: Problemlösning i matematik2018In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 37-40Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Knutsson, Malin
    et al.
    Örebro University, School of Science and Technology. Akademin för utbildning, kultur och kommunikation, Mälardalens högskola, Västerås, Sweden.
    Hemmi, Kirsti
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola, Västerås, Sweden.
    Bergwall, Andreas
    Örebro University, School of Science and Technology. Akademin för utbildning, kultur och kommunikation, Mälardalens högskola, Västerås, Sweden.
    Ryve, Andreas
    Umeå University, Umeå, Sweden.
    School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse2013In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013, Antalya, Turkey, 2013Conference paper (Refereed)
    Abstract [en]

    Despite many similarities between the neighbouring countries Sweden and Finland, prior studies indicate that conceptualizations and discourses about school-based teacher education are very different. In this paper we add to this picture of differences, and contribute to the research discourse about school-based teacher education, by identifying and characterizing aspects of mathematics teaching made relevant in review meetings between mentors and prospective primary teachers. While the Swedish discourse typically focuses on the students’ individual work with textbooks, connections to everyday experiences and teaching as individual supervision, the Finnish discourse emphasizes lesson aims, learning and progression in mathematics through formative assessment and differentiation according to pupils’ abilities

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