NOMAD 12(4), 2007. A collective enquiry into critical aspects of teaching the concept of angles

Skapad: 2008-01-10. Ändrad: 2008-04-10  

NOMAD 12(4), 2007. A collective enquiry into critical aspects of teaching the concept of angles

ULLA RUNESSON

Abstract

This paper describes an approach to teaching that enhances pupils’ learning in mathematics. The model described – Learning study – involves teachers and researchers cooperating in an iterative process, gathering data about teaching and pupils’ learning, analysing the data, planning and revising their teaching. A particular theoretical framework was used as a guiding principle when designing and analysing learning. The goal was to identify aspects critical for learning the angle concept. It is demonstrated how the teachers were able to identify the critical aspects and change the teaching in a way that promoted pupils’ learning. What these critical aspects may entail and what teachers and researchers can learn from a Learning study is discussed.

Sammanfattning

I denna artikel beskrivs en modell för hur lärare kan samarbeta för att förbättra elevernas lärande. Modellen – Learning study – grundar sig på forskning om lärande och har en teoretisk grund. Det är en modell för samarbete mellan lärare i lärarlag, där lärare tillsammans utvecklar en gemensam kompetens kring frågor som: Hur kan man på bästa sätt lära ut något som är svårt? Vad gör skillnad mellan olika möjligheter att lära? I den aktuella studien undervisade man om vinklar och avsikten var att undersöka vad som var nödvändigt för att eleverna skulle lära sig begreppet. I artikeln beskrivs hur lärarna lyckades komma underfund med vad detta var samt hur de lyckades förändra sin undervisning så att fler elever lärde sig.

ULLA RUNESSON
Ulla Runesson is associate professor at the Department of Education, Göteborg University. Research interest: learning and teaching mathematics and the teaching profession in general. Ulla Runesson has been involved in international research projects studying and comparing features of mathematics classrooms in different countries. Several of her publications are based on data collected mainly in Hong Kong, but also in Australia. She is also engaged in the development of variation theory; an educational approach with practical applications.