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Abstract
We examine the feasibility of combining elements from the framework of program theory with the Documentational Approach to Didactics to gauge the fidelity and character of teachers’ implementation of scripted teaching sequences for primary school. By analyzing two video-recorded lessons from two teachers’ implementation of the program Thinking, Reasoning, and Reckoning, we found that the teachers made adaptations to the prescribed organization of teaching. Both teachers attended to the intended organization of content, but their attendance to the intended classroom interaction patterns differed. Through the Documental Approach to Didactics, we could explain some of the differences between the teachers. The findings provide a background for a discussion of teachers’ adaptations to the new resource and the documental genesis process initiated by the implementation. The results will be used for revising the teacher guide used in the implementation.
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Abstract
The importance of mathematical problem solving has long been recognized, yet its implementation in classrooms remains a challenge. In this paper we put forth the notion of problem-solving implementation chain as a dynamic sequence of intended, planned, enacted and experienced activity, shaped by researchers, teachers and students, where the nature of the activity and its aims may change at the links of the chain. We propose this notion as an analytical framework for investigating implementation of problem-solving resources. We then illustrate this framework by a series of narratives from a project, in which the team of task-designers develops problem-solving resources aimed at reaching middle-school students via their teachers, who encounter these resources in professional development communities. We show how the problem-solving activity evolves along the implementation chain and then identify opportunities for mutual learning that emerge from tensions in perspectives on PS held by the different parties involved.
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Abstract
This paper presents an implementation process model for designing and implementing tasks that provide formative feedback in the online learning environment of mathematics classrooms. Specifically, the model operationalises components of Vergnaud’s notion of scheme. The implementation process model features a task sequence guided by controlled variation and a ‘dual scheme idea’. Using such a sequence of tasks, this work illustrates how Vergnaud’s notion of scheme can be used to aid teachers in hypothesising about their learners’ understanding of problems involving linear equations, ultimately providing improved feedback for teachers and improved opportunities for student learning in online environments. In Denmark, the online environment matematikfessor.dk is used by approximately 80% of Danish K-9 students.
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Abstract
This paper reports an exploratory study of political factors that may influence the implementation of research knowledge in the formulation of educational reforms and mathematics textbooks in Mexico. The study is based on the analysis of an in-depth interview with a key informant, who has extensive experience as a textbook author and as an advisor in the Ministry of Education of Mexico. Three political factors that may influence the implementation of research knowledge from mathematics education are identified: (1) interest-based coalitions — such as mathematics teachers and their associations, (2) issues of (mis)communication within decision venues, and (3) the level of compatibility and alignment of mathematical and didactical contents with the political agendas.
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