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The Meaning Making of Meaning Makers – Experienced Mathematics Teachers’ Interpretations of their Own Professional Practice
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linköping University (ISV), Linköping, Sweden.
2014 (English)In: MERGA 37 – Conference Program: Curriculum in Focus: Research Guided Practice, 2014, p. 37-37Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study is an exploration of the ways in which experienced mathematics teachers recognize and learn about issues that shape their own professional practice. In a school-based professional development program teachers collaboratively analyzed their teaching practice in order to recognize and interpret concerns and teaching needs, as well as link them with corresponding decision making and teaching actions. Findings indicate that by systematically “unpacking” teaching and students learning and making rationalizations about their practice explicit, the teachers came to articulate, re- interpret and challenge what they need to know about teaching in order to orchestrate meaningful classroom practice.

Place, publisher, year, edition, pages
2014. p. 37-37
Keywords [en]
Teacher learning, professional development, needs, pedagogical decisions, meaning making
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Didactics
Identifiers
URN: urn:nbn:se:hh:diva-29771OAI: oai:DiVA.org:hh-29771DiVA, id: diva2:871579
Conference
MERGA 37 – The 37th Annual Conference of the Mathematics Education Research Group of Australasia, University of Technology, Sydney, Australia, 29 June – 3 July 2014
Available from: 2015-11-16 Created: 2015-11-16 Last updated: 2018-03-22Bibliographically approved

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Lindwall Ehrnlund, Malin

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
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More styles
Language
  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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