Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action

Maaike Hajer 1, 2,  
Eva Norén 3  
Malmö University, Sweden
Utrecht University of Applied Sciences, the Netherlands
Stockholm University, Sweden
Eurasia Journal of Mathematics, Science & Technology Education 2017;13(7b):4087–4114
Publish date: 2017-06-21
Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
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