A cross-cultural study of teachers’ relation to curriculum materials

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

Sammanfattning

A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.
Originalspråkengelska
Titel på gästpublikationNordic Research in Mathematics Education : Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017
RedaktörerEva Norén, Hanna Palmér, Audrey Cooke
Antal sidor10
UtgivningsortGöteborg
FörlagSvensk förening för matematikdidaktisk forskning
Utgivningsdatum2018
Sidor309-318
ISBN (elektroniskt)978-91-984024-1-4
StatusPublicerad - 2018
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangNORMA 17 Nordic conference in mathematics education - Tukholma, Sverige
Varaktighet: 30 maj 20172 jun 2017

Publikationsserier

NamnSkrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education
Nummer12
ISSN (elektroniskt)1651-3274

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

Pehkonen, L., Hemmi, K., Krzywacki, H., & Laine, A. (2018). A cross-cultural study of teachers’ relation to curriculum materials. I E. Norén, H. Palmér, & A. Cooke (Red.), Nordic Research in Mathematics Education: Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017 (s. 309-318). (Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education; Nr. 12). Göteborg: Svensk förening för matematikdidaktisk forskning.
Pehkonen, Leila ; Hemmi, Kirsti ; Krzywacki, Heidi ; Laine, Anu. / A cross-cultural study of teachers’ relation to curriculum materials. Nordic Research in Mathematics Education: Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017. redaktör / Eva Norén ; Hanna Palmér ; Audrey Cooke. Göteborg : Svensk förening för matematikdidaktisk forskning, 2018. s. 309-318 (Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education; 12).
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abstract = "A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.",
keywords = "516 Educational sciences, Mathematics Education, CURRICULUM MATERIALS, TEACHERS, Cross-cultural studies, pedagogical design capacity",
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Pehkonen, L, Hemmi, K, Krzywacki, H & Laine, A 2018, A cross-cultural study of teachers’ relation to curriculum materials. i E Norén, H Palmér & A Cooke (red), Nordic Research in Mathematics Education: Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017. Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education, nr. 12, Svensk förening för matematikdidaktisk forskning, Göteborg, s. 309-318, Tukholma, Sverige, 30/05/2017.

A cross-cultural study of teachers’ relation to curriculum materials. / Pehkonen, Leila; Hemmi, Kirsti; Krzywacki, Heidi; Laine, Anu.

Nordic Research in Mathematics Education: Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017. red. / Eva Norén; Hanna Palmér; Audrey Cooke. Göteborg : Svensk förening för matematikdidaktisk forskning, 2018. s. 309-318 (Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education; Nr. 12).

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

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AU - Krzywacki, Heidi

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N2 - A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.

AB - A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.

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KW - CURRICULUM MATERIALS

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Pehkonen L, Hemmi K, Krzywacki H, Laine A. A cross-cultural study of teachers’ relation to curriculum materials. I Norén E, Palmér H, Cooke A, redaktörer, Nordic Research in Mathematics Education: Papers of NORMA 17 The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017. Göteborg: Svensk förening för matematikdidaktisk forskning. 2018. s. 309-318. (Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education; 12).