Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis

Benjamin Brink Allsopp, Jonas Dreyøe, Andreas Lindenskov Tamborg, Brendan Eagan, Sara Tabatabi, David Williamson Shaffer, Morten Misfeldt

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

Abstract

In this paper, we explore teachers’ use of a curriculum framework involving mathematical competencies in planning teaching activities. We have used data from a pilot learning management system and Epistemic Network Analysis to plot a visualisation of a 2D space displaying a network of teachers’ associations of mathematical competencies to their teaching activities. We interpret this visualisation to create a conceptual model for how teachers understand mathematical competencies when planning classroom activities.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019)
EditorsU.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis
Number of pages8
Place of PublicationUtrecht, NL
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publication date2019
Pages4162-4169
ISBN (Electronic)978-90-73346-75-8
Publication statusPublished - 2019
Event11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019
Conference number: 11
https://cerme11.org

Conference

Conference11th Congress of European Research in Mathematics Education
Number11
LocationUtrecht University
CountryNetherlands
CityUtrecht
Period06/02/201910/02/2019
Internet address

Keywords

  • Epistemic network analysis
  • learning management systems
  • mathematical competencies
  • teacher planning

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    Allsopp, B. B., Dreyøe, J., Tamborg, A. L., Eagan, B., Tabatabi, S., Shaffer, D. W., & Misfeldt, M. (2019). Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019) (pp. 4162-4169). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings