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International Journal of Mathematical Education in Science and Technology Volume 49, 2018 - Issue 7
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Original Articles

Learning study – promoting and hindering factors in mathematics teaching

Constanta OlteanuDepartment of Mathematics, Faculty of Technology, Linnaeus University, Kalmar, SwedenCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-5753-444X
ORCID Icon
Pages 971-985 | Received 19 Jun 2017, Published online: 14 Mar 2018

Figures & data

Figure 1. Levels of the activity – project implementation.

Figure 1. Levels of the activity – project implementation.

Figure 2. Project conditions (C) and outcomes (O) – structure of the activities and relationships (S-strong relationship; W-weak relationship; N-no relationship; Cx-conflicts).

Figure 2. Project conditions (C) and outcomes (O) – structure of the activities and relationships (S-strong relationship; W-weak relationship; N-no relationship; Cx-conflicts).

Related Research Data

Interconnecting Content and Community: A Qualitative Study of Secondary Mathematics Teachers.
Source: Springer Science and Business Media LLC
A Review of Research Perspectives on Mathematics Teacher Education
Source: Springer Netherlands
‘Learning Study’ as a model of collaborative practice in initial teacher education
Source: Informa UK Limited
Using sociocultural and activity theory in educational research
Source: Informa UK Limited
Mathematics (Student) Teachers and Teacher Educators as Learners
Source: Brill
Learning Study: nurturing the instructional design and teaching competency of pre-service teachers
Source: Informa UK Limited
Professional Development of Mathematics Teacher Educators: Growth Through Practice
Source: Springer Science and Business Media LLC
Learning from Comparing Multiple Examples: On the Dilemma of “Similar” or “Different”
Source: Springer Science and Business Media LLC
Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments
Source: Informa UK Limited
Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared.
Source: Springer Nature
Using variation theory as a guiding principle of pedagogical design
Source: Emerald
Teachers’ learning in a learning study
Source: Springer Nature
INVESTIGATING MATHEMATICS TEACHER LEARNING WITHIN AN IN-SERVICE COMMUNITY OF PRACTICE: THE CENTRALITY OF CONFIDENCE
Source: Springer Science and Business Media LLC

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