Deep Learning as Constructed in Mathematics Teachers’ Written Discourses
This study explores the notion of deep learning as constructed in the discourses of practicing mathematics teachers. Analyses of data from written texts show that the teachers tend to conceptualise deep learning in terms of two broad categories: students’ deep learning and the work of teaching for d...
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| Veröffentlicht in: | International electronic journal of mathematics education 2018-10, Vol.13 (3), p.149 |
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| container_title | International electronic journal of mathematics education |
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| creator | Fauskanger, Janne Bjuland, Raymond |
| description | This study explores the notion of deep learning as constructed in the discourses of practicing mathematics teachers. Analyses of data from written texts show that the teachers tend to conceptualise deep learning in terms of two broad categories: students’ deep learning and the work of teaching for deep learning. In both categories, students’ previous knowledge or background knowledge, students’ thinking and their understanding, interdisciplinarity and relations to daily life are emphasised. Related to the work of mathematics teaching for deep learning, variation in mediating tools, variation in approaches to teaching, the learning objective for a lesson and the importance of applying knowledge are emphasised. Possible implications from these findings are discussed. |
| doi_str_mv | 10.12973/iejme/2705 |
| format | Article |
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| ispartof | International electronic journal of mathematics education, 2018-10, Vol.13 (3), p.149 |
| issn | 1306-3030 1306-3030 |
| language | eng |
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| subjects | Critical Thinking Deep learning Discourse Analysis Elementary School Mathematics Elementary School Teachers Foreign Countries Knowledge Mathematical Concepts Mathematics education Mathematics Instruction Mathematics Teachers Problem Solving R&D Research & development Teacher Attitudes Teaching University students |
| title | Deep Learning as Constructed in Mathematics Teachers’ Written Discourses |
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