De ve loping Ch ildre n’s Ability to Dis ce rn Cha ng e a nd S ta b ility in

Ma the ma tic s

Seminar - May 28 2008

Reidar Mosvold

How can we prepare (kindergarten) teachers so that they are able to facilitate

mathematical learning?

Mathematical knowledge

forteaching

Where are we now?

Research projectTests

Pilot studyRegional/national

Cla s s ic sScheffler, I. (1965). Conditions of knowledge. Chicago: Scott, Foresman.

Hill, H. C., Rowan, B., and Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. Am Educ Res J, 42(2):371-406.

Next phase

Learning study

Learning study

Knowledge for kindergarten

Collaboration between

Sweden, Finland and Norway

Le a rning s tudy

• Background: Lesson study• Lesson study + variation theory• Design experiments• From school classrooms to kindergarten

classrooms

1.Choosing the object of learning2.Ascertaining students' pre-understandings3.Planning and implementing the lesson(s)4.Evaluating and revising the lesson(s)5.Reporting the results

Further reading:

Pang, M. F. and Marton, F. (2003). Beyond "lesson study": Comparing two ways of facilitating the grasp of some economic concepts. Instructional Science, 31(3):175-194.

Va ria tion the ory

Space of learning:• Discernment• Variation• Sameness

Object of learning

From a variation theory perspective, to learn implies to experience, understand, perceive or see something in a different way.

" "

Further reading:

Runesson, U. (2006). What is it possible to learn? on variation as a necessary condition for learning. Scandinavian Journal of Educational Research, 50(4):397-410.

Further goals

MKT - School

Learning study +

Community of inquiry

MKT - Kindergarten

That's all folks!

http://matematikkdidaktikk.blogspot.com