NOMAD 12(2), 2007. To change or not to change – how primary school teachers speak about stability and change

Skapad: 2007-06-27. Ändrad: 2007-06-27  

NOMAD 12(2), 2007. To change or not to change – how primary school teachers speak about stability and change

LEILA PEHKONEN

Abstract

Changing mathematics education and teachers has proved to be difficult. In this case study the matter has been turned upside down. The purpose is to approach the question of change from the perspective of stability. In this paper I will discuss how primary school teachers speak about stability, and – in this connection – about changes in mathematics teaching. The data consists of semi-structured interviews of nine primary school teachers and is analyzed qualitatively. The findings suggest complex relationships between the need for continuity and the desire for changes.

Sammandrag

Att ändra matematikundervisning och matematiklärare har visat sig vara svårt. I den här fallstudien har saken vändts upp och ner. Syftet är att närma sig frågan om förändring utgående från stablitetens perspektiv. Detta arbete handlar om hur klasslärare talar om stabilitet och – i detta sammanhang – om förändringar i matematikundervisningen. Data består av halv-strukturerade intervjuer med nio klasslärare och har analyserats kvalitativt. Resultaten tyder på komplexa samband mellan behovet av stabilitet och viljan till förändringar.

 

LEILA PEHKONEN
Leila Pehkonen is university lecturer in Education at the University of Helsinki. Her research interests include mathematics education, education for gifted students, and teaching and learning in higher education.