Characterizing theories aimed at supporting teachers' mathematical classroom practices

被引：0
|
作者：
Nilsson, Per [1 ]
Ryve, Andreas [2 ]
Larsson, Maria [2 ]
机构：
[1] Orebro Univ, Sch Sci & Technol, Orebro, Sweden
[2] Malardalen Univ, Sch Educ Culture & Commun, Vasteras, Sweden
来源：
PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) | 2017年
关键词：
Theoretical frameworks; theories for actions; mathematical classroom practice; ENGLISH-LANGUAGE LEARNERS; DESIGN; CURRICULUM; KNOWLEDGE; STRATEGY;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this paper we draw upon examples from a recently published systematic literature review (Ryve et al., 2015) on productive classroom practice to contribute to the research on the nature of theories for action in mathematics education. By relating the results from the review to theories and literature on educational policy research, professional development research and implementation research we construct a framework for categorizing theories aiming at supporting teachers' actions in mathematical classroom practices.
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页码：3865 / 3872
页数：8
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