Changes of Mathematics Teachers' Construction of Patterns of Variation and Invariance Between Examples, as a Function of Participation in Collegial Learning

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

It has been argued that teachers’ treatment and choice of examples can reflect their knowledge. In this paper we analyze how participating in a form of collegial intervention may affect the development of such knowledge. During a two years project, six secondary mathematics teachers worked in three lesson study cycles. The data in this study consists of one video recorded lesson from each of the teachers before and after the intervention. We infer that the noticed change in teaching, the construction of patterns of variation and invariance in the instructional example space reflected teacher learning from the intervention.

Authors

• Angelika Kullberg, University of Gothenburg

• Ulla Runesson, University of Jönköping, Sweden