Teaching as a system: COVID-19 as a lens into teacher change     

Brunetto  Domenico  Bernardi  Giulia  Andrà  Chiara  Liljedahl  Peter 《Educational Studies in Mathematics》2022,110(1):65-81

Educational Studies in Mathematics - In the spring of 2020, schools and universities around the world were closed because of the COVID-19 pandemic. The relative lockdown affected more than...  相似文献   

Persona-Based Journaling: Striving for Authenticity in Representing the Problem-Solving Process     

Peter Liljedahl 《International Journal of Science and Mathematics Education》2007,5(4):661-680

Students’ mathematical problem-solving experiences are fraught with failed attempts, wrong turns, and partial successes that move in fits and jerks, oscillating between periods of inactivity, stalled progress, rapid advancement, and epiphanies. Students’ problem-solving journals, however, do not always reflect this rather organic process. Without proper guidance, some students tend to ‘smooth’ out their experiences and produce journal writing that is less reflective of the process and more representative of their product. In this article, I present research on the effectiveness of a persona-based framework for guiding students’ journaling to reflect the erratic to-and-fro of the problem-solving process more accurately. This framework incorporates the use of three personas—the narrator, the mathematician, and the participant—in telling the tale of the problem-solving process. Results indicate that this persona-based framework is effective in producing more representative journals.  相似文献   

Noticing rapid and profound mathematics teacher change     

Peter Liljedahl 《Journal of Mathematics Teacher Education》2010,13(5):411-423

Change in mathematics teachers’ practice is often characterized as something that takes time and sustained intervention. In this article, I present the results of research that highlights a different kind of change—a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, I also present a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound. This disaggregation shows that not all changes, even when outwardly similar, are the same.  相似文献   

Interweaving mathematics and pedagogy in task design: a tale of one task     

Peter Liljedahl  Egan Chernoff  Rina Zazkis 《Journal of Mathematics Teacher Education》2007,10(4-6):239-249

In this article we introduce a usage-goal framework within which task design can be guided and analyzed. We tell a tale of one task, the Pentomino Problem, and its evolution through predictive analysis, trial, reflective analysis, and adjustment. In describing several iterations of the task implementation, we focus on mathematical affordances embedded in the design and also briefly touch upon pedagogical affordances.  相似文献