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

Maaike Hajer; Eva Norén

doi:10.12973/eurasia.2017.00808a

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Maaike Hajer ¹ ², Eva Norén ³ ^*

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¹ Malmö University, Sweden
² Utrecht University of Applied Sciences, the Netherlands
³ Stockholm University, Sweden
^* Corresponding Author

Abstract

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.

Keywords

content and language integrated learning
curriculum implementation
knowledge about language
mathematics teachers
Pedagogical Content Knowledge
professional development

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00808a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 7b, pp. 4087-4114

Publication date: 21 Jun 2017

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Vancouver

Hajer M, Norén E. Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action. EURASIA J Math Sci Tech Ed. 2017;13(7b):4087-114. https://doi.org/10.12973/eurasia.2017.00808a

APA

Hajer, M., & Norén, E. (2017). Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action. Eurasia Journal of Mathematics, Science and Technology Education, 13(7b), 4087-4114. https://doi.org/10.12973/eurasia.2017.00808a

AMA

Hajer M, Norén E. Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action. EURASIA J Math Sci Tech Ed. 2017;13(7b), 4087-4114. https://doi.org/10.12973/eurasia.2017.00808a

Chicago

Hajer, Maaike, and Eva Norén. "Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 7b (2017): 4087-4114. https://doi.org/10.12973/eurasia.2017.00808a

Harvard

Hajer, M., and Norén, E. (2017). Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action. Eurasia Journal of Mathematics, Science and Technology Education, 13(7b), pp. 4087-4114. https://doi.org/10.12973/eurasia.2017.00808a

MLA

Hajer, Maaike et al. "Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 7b, 2017, pp. 4087-4114. https://doi.org/10.12973/eurasia.2017.00808a