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The didactic divide and the education of teachers of mathematics in Sweden
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Mathematics, Applied Mathematics.ORCID iD: 0000-0002-3681-3535
Realfag Høgskolen i Agder.
2004 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 9, no 2, 123-144 p.Article in journal (Refereed) Published
Abstract [en]

On a background of tradition versus renewal, a discussion on recent teacher education reforms in Sweden is given. A balance of different aspects of content and a need for research are seen as critical for the formation of mathematics teacher education. A conception of a -didactic divide- between disciplinary and pedagogical knowledge is used as an analytic tool to describe the rationale behind the design of the reforms. Empirical data from student teachers enrolled in the new teacher education programme highlight how the structure and content of the programme contribute to overcoming the divide.

Place, publisher, year, edition, pages
2004. Vol. 9, no 2, 123-144 p.
Keyword [en]
mathematics, teacher education
National Category
Mathematics
Identifiers
URN: urn:nbn:se:liu:diva-36750Local ID: 32346OAI: oai:DiVA.org:liu-36750DiVA: diva2:257599
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13

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Bergsten, Christer

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