Potentialer og problemer ved undersøgende matematikundervisning

Kommentar til Dorte Moeskær Larsen og Bent Lindhardts artikel “Undersøgende aktiviteter og ræsonnementer i matematikundervisningen på mellemtrinnet”, MONA, 2019‑1

Læreres kompetenceudvikling - ud fra knowledge-of-practice

Resume For at kunne skelne mellem tiltag til lærerudvikling har Cochran-Smith og Lytle udviklet tre grundforståelser af forholdet mellem læreres viden og deres praksis. En af disse, Knowledge-of-practice, er udgangspunkt for artiklen, idet vi med Lektionsstudier eksemplificerer potentialerne ved at benytte tiltag inden for denne grundforståelse. I Japan benyttes lektionsstudier i alle fag, mens tiltaget i Vesten overvejende bruges i matematikfaget og med et fagdidaktisk fokus. Ud fra en case om lektionsstudier i danskfaget argumenterer vi for, at tiltag som lektionsstudier giver lærere mulighed for at udforske og løse problemstillinger i deres undervisningspraksis fra et samtidigt alment og fagdidaktisk perspektiv.   Abstract To be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge

Matematiklæreres planlægningspraksis og læringsmålstyret undervisning

Undervisningsministeriet har initieret en indsats med læringsmålstyret undervisning. I artiklen spørger vi til om ministeriets didaktiske ramme herfor giver et tilstrækkeligt grundlag for at lærere kan planlægge en undervisning hvor der er sammenhæng mellem faglige mål, undervisningsaktiviteter og fagdidaktisk grundlag. Vi diskuterer dette spørgsmål i lyset af dels to teoretiske perspektiver på planlægning, et rationalt og et relationelt, og dels et udviklings- og forskningsprojekt der har læreres planlægningspraksis som genstand. Vi peger på at der er en diskrepans mellem rammens praksis og den studerede planlægningspraksis. Vi foreslår bl.a. derfor en anden planlægningstænkning end den som kommer til udtryk i ministeriets vejledninger.The Ministry of Education has initiated a learning outcome based approach to teaching. Here we discuss whether the Ministry’s didactical framing of this provides an adequate basis for teachers’ planning of a teaching approach with coherence between learning outcome, activities and didactical foundation. We discuss this in the light of both two theoretical perspectives on planning: a rational and a relational, and our research and development project which focuses on teachers’ planning practices. We stress a discrepancy between the practice in the framing and the examined practices and propose a different kind of planning than that of the Ministry’s guidelines

Hvordan kan matematiklæreres refleksionssamtaler om undervisningspraksis karakteriseres?

At reflektere over undervisning er centralt i nye former for lærersamarbejder som fx lektionsstudier hvor lærere udforsker egen og andres praksis. Vores formål er at karakterisere sådanne fagdidaktiske refleksionssamtaler når danske matematiklærere reflekterer over deres observationer af praksis. Analytisk er vi inspirerede af en japansk diskursmodel som vi videreudvikler til en refleksionsmodel der gør det muligt for os at indfange bredden og variationerne i samtalerne set som helheder. To refleksionsformer viser sig at dominere: beskrivende og problemløsende refleksioner. Vi foreslår lærere og andre at bruge refleksionsmodellen som redskab til at diskutere og udvikle kvalitet i refleksionssamtaler om matematikundervisning og -læring

Using a PBL perspective in continuing education for science and mathematics lower secondary teachers

For years, the need for inquiry- and problem-based learning (PBL) in primary and lower secondary education, within science and mathematics, has been addressed worldwide and requires support from a range of pedagogical sources. One important basis for such support is continuing teacher education. Thepresent research builds upon data froma nationwide qualitative investigation (HesselholtHenneHansen et al., 2019), conducted as part of a feasibility study aimed at initiating a new STEM (science, technology, engineering, mathematics) graduate teacher programme in Denmark, leading to a Master of Science (MSc)in STEM teaching. The investigation identified continuing education needs of science and mathematics teachers and student teachers. We looked into the results of the qualitative portion of the feasibility study and investigated whether and how problem-based learning was being emphasized as comprising desirablecontent areas for continuing teacher education. Data were collected from 35 group interviews with 66 respondents: teachers from public and private schools, and teacher students. The results showed that PBL stands out as a desirable focus area. Other student teachers expressed an interest in including didacticbased topics that are related to PBL, e.g. differentiated teaching, engineering design, technology, and information communication technology [ICT] within STEM education. Furthermore, respondents expressed their desire for collaboration with other subjects (e.g. Danish and social sciences) ininterdisciplinary teaching and, as well, the opportunity to immerse themselvesin academic topics such as education for sustainability, climate education, technology, and including specific experiences with applied science, mathematics and recent research. Without being able to make a quantitative statement, it must also be mentioned that some teachers expressed no need or desire for further education

Teacher planning in a learning outcome perspective: A multiple case study of mathematics and L1 Danish teachers

AbstractLike most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers’ instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers’ planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context.Keywords: Teacher planning, learning outcome, mathematics education, Danish as L1 education.Læreres planlægningspraksis i et læringsmålsperspektiv: Et multipelt casestudie af matematik- og dansklærereSammendragDanmark står, som mange europæiske lande, over for radikale uddannelsesforandringer med læringsmål som omdrejningspunkt, som kræver fornyet opmærksomhed på læreres undervisningsplanlægning. I artiklen udforsker vi læreres planlægningspraksis i matematik og dansk ved primært at fokusere på den rolle, som undervisningsmaterialer spiller. Ud fra data fra et lektionsstudieprojekt og en teoretisk ramme, der begrebsliggør planlægning i en lokal institutionel kontekst, analyserer vi planlægningspraksis ift. både et lærer- og et skoleniveau. Dette gør det muligt at identificere praksisser, der forhindrer lærere i at planlægge med fokus på læringsmål, men som ikke desto mindre forekommer meningsfulde, når de forstås i en bredere institutionel kontekstNøgleord: Læreres planlægning, læringsmål, matematikundervisning, danskundervisning (L1