Results found: 2

Search results

Sort By:

Limit search:

PISA, TIMSS and Swedish students’ knowledge of linear equations: A ‘telling’ case of a system fixing something that may not be broken

100%

Andrews P., Palm Kaplan K.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia

2020

vol. 12

5-29

In this paper, we construct a ‘telling’ case to highlight a problematic inconsistency between the results of international large-scale assessments (ILSAs) and other studies of Swedish students’ knowledge of linear equations. In this context, a ‘telling’ case, based on the scrutiny of appropriately chosen cases, is presented as a social science counter-example to the prevailing view that ILSAs’ assessments are not only valid but should underpin systemic reform. Our ‘telling’ case comparison of the different forms of study shows that Swedish students, in contrast with the summative assertions of the different ILSAs, have a secure and relational understanding of linear equations that persists into adulthood. We conclude with a cautionary message for the curriculum authorities.

English and Swedish year one teachers' perspectives on the role of homework in young children's learning of number

81%

Marschall G., Sayers J. M., Andrews P.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia

2018

vol. 10

109-121

This paper draws on data from semi-structured interviews undertaken with year one teachers in England and Sweden. The broad aim was to explore how teachers construe their own and parents' roles in supporting year one children's learning of early number. The role of homework within those efforts, surfaced as a key theme. The two data sets were an\-a\-lysed independently by means of a~constant comparison process and yielded perspectives that were, cross culturally, both similar and different. The similarities related to the importance teachers placed on the role of homework in supporting children who struggle academically. The differences were several and included teachers' views on the necessity, or even the desirability, of homework, the purpose of homework, the role of parents in the completion of~homework and the nature of the tasks set. The results, which are discussed against the literature, highlight the extent to which teachers' perceptions of the role of homework in support of young children's learning of number are culturally determined.

Refine search results

2 Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia

2 Andrews P.

1 Marschall G.

1 Palm Kaplan K.

1 Sayers J. M.

2 2020

Search results

PISA, TIMSS and Swedish students’ knowledge of linear equations: A ‘telling’ case of a system fixing something that may not be broken

English and Swedish year one teachers' perspectives on the role of homework in young children's learning of number