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SUMMARY:NOTES FROM DESIGNING ONE RESOURCE FOR TEACHERS’ USE ACROSS THE C
ONTEXTS OF MEXICO\, AUSTRALIA\, AND SOUTH AFRICA
DTSTART;VALUE=DATE-TIME:20190916T143000Z
DTEND;VALUE=DATE-TIME:20190916T163000Z
DTSTAMP;VALUE=DATE-TIME:20200927T184709Z
UID:indico-contribution-13-72@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Jana Visnovska (The University of Queensland)\nI wil
l reflect on design research work with instructional resource on *Fraction
s as Measures* across small-scale studies conducted with teachers and teac
her-researchers in Mexico\, Australia\, and South Africa. The resource\, d
esigned to support teacher learning and classroom practice\, has been init
ially developed and trialled in multiple classroom design experiments in M
exico. By making adaptations to the resource in different cultural context
s\, the collaborating researchers aim to make visible and understand funct
ions served by resource design features. I will also discuss how instituti
onal contexts in which participating teachers work profoundly shape the na
ture of research studies in these contexts.\n\nhttps://tagung.math.uni-pad
erborn.de/event/1/contributions/72/
LOCATION: O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/72/
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SUMMARY:Finnish and Swedish elementary school teachers’ interplay with F
innish curriculum resources: an attempt at unraveling tacit cultural pract
ices
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UID:indico-contribution-13-113@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Tuula Koljonen ()\nIn our previous studies\, we have
examined the content of Finnish teaching materials (Hemmi\, Krzywacki\, &
Koljonen\, 2017) and what potential mathematics classroom they construe (
Koljonen\, Ryve & Hemmi\, 2018). However\, when examining how one Swedish
teacher interact with one Finnish teaching material while planning and imp
lementing teaching did not show that kind of mathematics classroom (Koljon
en\, 2017). So\, in order to deepen our understanding of the cultural prac
tices in two neighboring countries\, I intend to investigate\, how mathema
tics lessons at elementary school level in Finland and Sweden are structur
ed and what kind of teaching and questioning strategies\, the teachers use
in order to achieve their educational goals. \n\nThe empirical data avail
able for this study comes from 24 video-recorded mathematics lessons and 1
complementary audio-recorded semi structured interview with each of the 8
strategically selected “locally competent” mathematics teachers from
4 classes in Sweden\, and 4 in Finland. I analyzed the teaching material i
n use before digging into the video and interview data.\n\nThe data analys
is revealed that the Swedish lessons display versions of the individualize
d learning pedagogy where students predominately work at their own pace du
ring 10 of the 12 video-recorded Swedish mathematics lessons and\, where t
he participation in the whole class relate to low inference interaction an
d with minimal variations. This is in contrast with the Finnish lessons\,
which are displaying a form of differentiated teaching pedagogy where teac
her lead activities\, which often involve student concurrent classroom par
ticipation during 11 of the 12 Finnish video-recorded lessons. These Finni
sh classrooms also contain a substantial variation of various activities a
s well as question types the teachers were using in their classrooms. \n\n
The results add to knowledge about classroom practice at elementary-school
level\, in both the Swedish and the Finnish cultural-educational context\
, where teachers are using an originally Finnish teacher guide.\n\nReferen
ces\nHemmi\, K.\, Krzywacki\, H.\, & Koljonen\, T. (2017). Investigating F
innish teacher guides as a resource for mathematics teaching. Scandinavian
Journal of Educational Research. \nKoljonen (2017). Finnish teaching mate
rials in the hands of a Swedish teacher: The telling case of Cecilia. In T
. Dooley & G. Gueudet (Eds\,). Proceedings of the Tenth Congress of the Eu
ropean Society for Research in Mathematics Education (pp. 1626-1633). Dubl
in\, Ireland: DCU Institute of Education & ERME.\nKoljonen\, T.\, Ryve\, A
.\, & Hemmi\, K. (2018). Analysing the nature of potentially constructed m
athematics classrooms through teacher guides – the case of Finland. Rese
arch in Mathematics Education\, 20(3)\, 295-311.\n\nhttps://tagung.math.un
i-paderborn.de/event/1/contributions/113/
LOCATION: O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/113/
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SUMMARY:A cross-cultural study on teachers’ use of print and digital res
ources in Sweden\, Finland\, the USA\, and Flanders
DTSTART;VALUE=DATE-TIME:20190916T143000Z
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UID:indico-contribution-13-108@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Janine Remillard (University of Pennsylvania)\, Hend
rik Van Steenbrugge (Mälardalen University (UKK))\, Heidi Krzywacki (Univ
ersity of Helsinki)\, Kirsti Hemmi (Åbo Akademi)\nCross-cultural studies
have inherent challenges as researchers from different cultural background
s attempt to make sense of similar-seeming material in unfamiliar contexts
and communicate seemingly-obvious aspects of their own culture to outside
rs (Clarke\, 2013\; Osborn\, 2004). This contribution explores some of the
methodological challenges in a cross-cultural study on teachers’ use of
print and digital resources in four regions: Sweden\, Finland\, the USA\,
and Flanders (Belgium). All but one of the seven team members are insider
s to one of the four contexts and to different extents outsiders to the ot
her contexts. We have surfaced some of the context-specific assumptions ab
out teaching and learning mathematics in our previous studies (e.g.\, Hemm
i & Ryve\, 2015\; Remillard\, Van Steenbrugge\, & Bergqvist\, 2016) and mo
re continue to emerge. \n\nWe focus here on developing team members’ pre
requisite understanding\, a term used by Andrews (2007) to relate to the a
lignment of insider and outsider lenses to facilitate a cross-cultural tea
m’s growing intersubjectivity. Our expanding process of developing prere
quisite understanding required us to step back and develop processes and i
nstruments including addressing language issues\, writing context descript
ions including descriptions of curriculum programs in context\, creating c
ase descriptions of individual participants as an early introduction to te
achers within contexts\, and developing common understandings of teacher i
nterviews through lengthy conversations between insider-outsider pairs. T
hrough these preliminary steps\, we hope to build a foundation for analyzi
ng resource use with the perspective of insiders taking on outsider views
and vice versa.\n\nNote\n\nThis study is funded by the Swedish Research Co
uncil (2016-04616). \n\nReferences\n\nAndrews\, P. (2007). Negotiating mea
ning in cross‐national studies of mathematics teaching: Kissing frogs to
find princes. Comparative Education\, 43(4)\, 489-509. \n\nClarke\, D. (2
013). The validity-comparability compromise in crosscultural studies in ma
thematics education. Paper presented at the Proceedings of the Eighth Cong
ress of the European Society for Research in Mathematics Education.\n\nHem
mi\, K.\, & Ryve\, A. (2015). Effective mathematics teaching in Finnish an
d Swedish teacher education discourses. Journal of Mathematics Teacher Edu
cation\, 18(6)\, 501-521. \n\nOsborn\, M. (2004). New methodologies for co
mparative research? Establishing ‘constants’ and ‘contexts’ in edu
cational experience. Oxford Review of Education\, 30(2)\, 265-285. \n\nRem
illard\, J. T.\, Van Steenbrugge\, H.\, & Bergqvist\, T. (2016). A cross-c
ultural analysis of the voice of six teacher's guides from three cultural
contexts. Paper presented at the AERA annual meeting\, Washington\, DC.\n\
nhttps://tagung.math.uni-paderborn.de/event/1/contributions/108/
LOCATION: O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/108/
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SUMMARY:PRE-SERVICE TEACHERS’ RESOURCES IN THE CROSS-CULTURAL COLLABORAT
IVE DESIGN OF A MATHEMATICS LESSON
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UID:indico-contribution-13-107@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Takeshi Miyakawa (Joetsu University of Education)\nW
e recently carried out a project-based students and teacher exchange progr
amme between Switzerland and Japan (called PEERS project). A group of stud
ent-teachers designed a Grade 4 mathematics lesson together through online
and face-to-face communication\, and implemented separately in each count
ry. We found the explicit differences\, albeit the collaborative design\,
in the implemented lessons\, in particular in the structure of lesson and
teacher’s way of validating pupil’s answers. \n\nIn this paper\, we in
vestigate the cultural factors that yield the differences in teaching prac
tices through the analysis of the resources in these two countries. An ana
lysis is conducted on the resources—including mathematics textbooks\, le
sson plans\, and national or state curricula—student-teachers used and d
eveloped during the collaborative design and implementation of a mathemati
cs lesson in the context of exchange programme. The results of analysis sh
ow the tight relationship between the teacher’s resources and the teachi
ng practices in the classroom\, in particular the fact that the idea of pr
oblem solving shared through resources differs each other to a large exten
t\, and affects the lesson organization in each country. \n\nFor example\,
the Swiss mathematics textbook (Vaud State) consists of the assemblage of
different problem-situations without explicit mathematical knowledge for
pupils to learn\; the objectives of lesson identified in the lesson plan o
f the Swiss group focus on the process of problem solving given in the sta
te curriculum. The problem solving for Swiss group is an idea of focusing
on the process of resolution\, not so much on the acquisition of a specifi
c mathematical knowledge. This is probably one of the reasons why the less
on implemented by the Swiss student-teacher did not allocate time for the
institutionalization. \n\nIn contrast\, a chapter of the Japanese textbook
consists of the amalgam of different elements such as problem-situations\
, summaries of specific mathematical knowledge to learn\, and exercises. T
he Japanese student-teachers tried to make explicit in the lesson plan a s
pecific mathematical knowledge as an objective\, although they adopted\, a
s a problem-situation of the designed lesson\, the one from the Swiss text
book\, wherein the mathematical knowledge was not clear enough. This is du
e to the structure of Japanese problem solving lesson (Stigler & Hiebert\,
1999)\, including summary of mathematical content\, which Japanese group
tried to follow in their lesson. The idea of problem solving for Japanese
group remains in the structure of lesson and in teaching and learning prac
tices instead of the objective of mathematics teaching. \n\n**References**
\nStigler\, J. W.\, & Hiebert\, J. (1999). *The teaching gap*. Best ideas
from the worlds teachers for improving education in the classroom. New Yor
k: The Free Press.\n\nhttps://tagung.math.uni-paderborn.de/event/1/contrib
utions/107/
LOCATION: O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/107/
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