Please use this identifier to cite or link to this item:
Print version of this publication can be ordered.
Price: 180.00. Costs for postage and packing, and in some cases MOMS (VAT), will be added.
|Title:||What is taught and what is learned. Professional insights gained and shared by teachers of mathematics|
|University:||Göteborgs universitet. Utbildningsvetenskapliga fakulteten|
University of Gothenburg. Faculty of Education
|Institution:||Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession|
|Date of Defence:||2010-08-27|
|Disputation:||Fredagen den 27 augusti 2010, kl. 13.15, Kjell Härnqvistsalen, Pedagogen, hus A|
|Degree:||Doctor of Philosophy|
|Publication type:||Doctoral thesis|
|Series/Report no.:||Gothenburg Studies in Educational Sciences 293|
|Abstract:||The aim of the thesis is to contribute to knowledge about relationships between teaching and learning in school. The framework used in this research, variation theory, states that, to improve student learning, attention must be paid to what is being learned, the capability that is to be improved and the features (critical features) that it is necessary for the learner to discern. The studies reported here focus on the significance of critical features and are based on two ‘learning studies’ in m... more|
|Appears in Collections:||Doctoral Theses / Doktorsavhandlingar|
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Gothenburg Studies in Educational Sciences
This item has been viewed 2669 times.