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Elementary teachers on orchestrating teaching for mathematically highly able pupils
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).ORCID-id: 0000-0001-8449-130X
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).ORCID-id: 0000-0001-6525-9871
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).ORCID-id: 0000-0002-7956-8795
2019 (Engelska)Ingår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, nr 1-3, s. 127-153, artikel-id 8Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.

Ort, förlag, år, upplaga, sidor
University of Montana , 2019. Vol. 16, nr 1-3, s. 127-153, artikel-id 8
Nyckelord [en]
High ability, Mathematics, Positioning theory, Professional development, Teachers
Nationell ämneskategori
Pedagogiskt arbete Matematik
Forskningsämne
Pedagogiskt arbete; Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:kau:diva-69486ISI: 000484167900009OAI: oai:DiVA.org:kau-69486DiVA, id: diva2:1253521
Tillgänglig från: 2018-10-05 Skapad: 2018-10-05 Senast uppdaterad: 2021-11-18Bibliografiskt granskad
Ingår i avhandling
1. Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
Öppna denna publikation i ny flik eller fönster >>Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
2018 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.

Abstract [en]

This thesis harnesses teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). Firstly, teachers’ possibilities to recognize MHAPs through assessment are explored. The results show that pupils with high problem-solving competence can achieve highly on a non-traditional test, whereas they do not on traditional tests. Secondly, a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks is presented. The findings indicate that a developed tool can help teachers find suitable tasks for MHAPs. Finally, teachers’ (N=17) discussions are analysed and their perceptions on orchestrating teaching MHAPs are probed. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education. Furthermore, the teachers perceived they have knowledge and competence to orchestrate teaching for MHAPs. The findings show that their knowledge is consistent with previous research on teaching highly able pupils (HAPs) to meet their learning needs. This thesis gives support, on orchestrating teaching that includes HAPs in learning, to teachers, from teachers, through research.

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2018. s. 126
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2018:45
Nyckelord
High ability, Gifted education, Professional development, Mathematics, Differentiated education, Inclusive education, Teachers, Positioning theory
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-69485 (URN)978-91-7063-882-4 (ISBN)978-91-7063-977-7 (ISBN)
Disputation
2018-12-10, Nyquistsalen, 9C 203, Karlstad, 10:00 (Engelska)
Opponent
Handledare
Anmärkning

Artikel 4 publicerad som manuskript i avhandlingen, nu publicerad.

Tillgänglig från: 2018-11-19 Skapad: 2018-10-05 Senast uppdaterad: 2020-04-29Bibliografiskt granskad

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The Mathematics Enthusiast

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Mellroth, Elisabetvan Bommel, JorrytLiljekvist, Yvonne

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