Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers
Mathematics teachers in Finland and Iceland are on different tracks. Based on a recent video study, the classroom practices of Finnish mathematics teachers seem to be rather traditional. This is in contrast to the Icelandic teachers many of whom use progressive-minded, learner-based instructional st...
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ftcolumbiauniojs:oai:ojs.cu.submissions:article/683 2023-05-15T16:44:05+02:00 Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers Savola, Lasse 2010-12-14 application/pdf https://journals.library.columbia.edu/index.php/jmetc/article/view/683 eng eng Columbia University Libraries https://journals.library.columbia.edu/index.php/jmetc/article/view/683/129 https://journals.library.columbia.edu/index.php/jmetc/article/view/683 Journal of Mathematics Education at Teachers College; Vol. 1 No. 2: Fall - Winter 2010 2156-1397 2156-1400 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2010 ftcolumbiauniojs 2022-08-26T12:11:46Z Mathematics teachers in Finland and Iceland are on different tracks. Based on a recent video study, the classroom practices of Finnish mathematics teachers seem to be rather traditional. This is in contrast to the Icelandic teachers many of whom use progressive-minded, learner-based instructional strategies. The classroom practices in Finland include substantial whole-class interaction, while many students in Iceland are getting used to learning independently, without significant collaboration with others. This paper discusses three pedagogical dimensions on which mathematics teaching in Finland and Iceland differ: individualization, learner control, and content-related discourse. Article in Journal/Newspaper Iceland Columbia University Libraries Journals |
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Columbia University Libraries Journals |
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ftcolumbiauniojs |
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English |
description |
Mathematics teachers in Finland and Iceland are on different tracks. Based on a recent video study, the classroom practices of Finnish mathematics teachers seem to be rather traditional. This is in contrast to the Icelandic teachers many of whom use progressive-minded, learner-based instructional strategies. The classroom practices in Finland include substantial whole-class interaction, while many students in Iceland are getting used to learning independently, without significant collaboration with others. This paper discusses three pedagogical dimensions on which mathematics teaching in Finland and Iceland differ: individualization, learner control, and content-related discourse. |
format |
Article in Journal/Newspaper |
author |
Savola, Lasse |
spellingShingle |
Savola, Lasse Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
author_facet |
Savola, Lasse |
author_sort |
Savola, Lasse |
title |
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
title_short |
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
title_full |
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
title_fullStr |
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
title_full_unstemmed |
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers |
title_sort |
comparison of the classroom practices of finnish and icelandic mathematics teachers |
publisher |
Columbia University Libraries |
publishDate |
2010 |
url |
https://journals.library.columbia.edu/index.php/jmetc/article/view/683 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Journal of Mathematics Education at Teachers College; Vol. 1 No. 2: Fall - Winter 2010 2156-1397 2156-1400 |
op_relation |
https://journals.library.columbia.edu/index.php/jmetc/article/view/683/129 https://journals.library.columbia.edu/index.php/jmetc/article/view/683 |
_version_ |
1766034395926364160 |