Innovation at school and classroom level: developing and supporting teachers’ practices in the development of problem solving and reasoning for all students

This work package involved design and delivery of a professional development programme for mathematics teachers aiming to enhance the development of problem-solving and reasoning skills in all students.  It emphasised teacher strategies for building on students’ ideas and understanding, and drew broadly on Realistic Mathematics Education approaches.

Outputs from this work package:

Journal articles:

Yvette Solomon, Elisabeta Eriksen & Annette Hessen Bjerke (2023) Teacher Learning towards Equitable Mathematics Classrooms: Reframing Problems of Practice, in K. Nolan & C. Xenofontos (Eds.) “Critical Perspectives on Mathematics Teacher Education”, Education Sciences 13 (9), 960.

Conference proceedings:

Elisabeta Eriksen & Yvette Solomon (2022) The mathematics teacher educator as broker: boundary learning, Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME 12). University of Bolzano, Italy, February 2-6, pp. 4692-4699

Conference papers:

Yvette Solomon & Elisabeta Eriksen (2024) Making changes in school as a mathematics expert teacher: framing problems of practice, NORMA, The Tenth Nordic Conference on Mathematics Education, Copenhagen, June

For further information, contact Elisabeta Eriksen, email elriksen@oslomet.no