Research Project

Mathematics in Teaching Practice

Project Director: Prof Yvette Solomon
Amount: NOK 1,003,000 (£109,000)
Funder: Norwegian Research Council
Duration: January 2012 - December 2015

One of five sub-projects of an overarching investigation into teachers’ professional knowledge (the TPQ project), this project focuses on the tension between pre-service teachers’ research-informed university college training in mathematics pedagogy and their in-school practice. In schools, pre-service teachers face pressure to achieve learning objectives in a short space of time. This has proven to privilege teaching instrumental skills over a more holistic approach to mathematical literacy that teacher educators may promote. This situation has particular implications for university college and school partnerships and each partner’s role in the development of student teachers as reflective practitioners. This project aims to first explore the nature of these partnerships with respect to mathematics teaching, and then to build a research-informed intervention aimed at improving the linkage between university college-based teacher education and school-based practice.

    Research questions:
  • What specific perceptions of competencies, professional identities and the relationship between theory and practice do the different partners in practicum hold?
  • What challenges do teacher educators, pre-service teachers and school–based practice teachers face when they work together to evaluate and develop pre-service teachers’ professional practice?
  • How can research-informed interventions in this respect enhance the qualifying process?
  • How can teaching practice be developed as a mutually supportive and enduring partnership for learning?

Outputs to date:
Bjerke, A., Eriksen, E., Rodal, C., Smestad, B. & Solomon, Y. (2012) 'Theorizing mathematics teaching: pre-service teachers' perceptions before and during school placement' FoU i Praksis, Trondheim, April (Refereed conference proceedings)
Bjerke, A., Eriksen, E., Rodal, C., Smestad, B. & Solomon, Y. (2013) 'A tripartite cooperation? The challenges of school-university collaboration in mathematics teacher education in Norway' Psychology of Mathematics Education, Kiel, July Proceedings volume 2, pp 89-96
Bjerke, A., Eriksen, E., Rodal, C., Smestad, B. & Solomon, Y. (2013) 'A tripartite cooperation? Exploring school-university collaboration in mathematics teacher education in Norway' paper presented at ECER, Istanbul, September
Eriksen, E., Smestad, B., Rodal, C., Solomon, Y. & Bjerke, A. (2014) ' "Becoming Educationally Wise": Mathematics Pre-Service Teachers and The Value of Peer Learning' NORMA, Turku, Finland, June (Refereed conference proceedings)

TPQ project website

Norwegian Research Council information

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