Students' productive work constitutes an essential part of the various learning activities students are involved in while in school. However, empirical research on students' productive work in schools is quite sparse, and thus, we only know little about what kind of products the students make in different subjects, and how they relate to learning. This article presents a mixed methods study on students' productive work in the subjects L1, science and mathematics in primary and lower secondary school in Denmark with a particular focus on the students' use of multimodality. By combining a quantitative scoring of a large sample of tasks and student products (n = 451) and qualitative classroom studies in L1, science and mathematics, the mixed methods study provides a picture of the practices related to students' productive work in Danish schools. This picture shows, on the one hand, that there is obvious potential related to students' multimodal productive work, and, on the other hand, that this potential is difficult to realize due to a number of barriers that overall point to the tenacity of conventional approaches to students' productive work in Danish classrooms.

No abstract

The purpose of this article is to provide insight into the potential and challenges in planning, implementing and evaluating a goal-oriented competence-based mathematics teaching. Based on an ongoing PhD project, analysis from the project will be introduced as a basis for reflecting upon the hindrances of exemplary character identified during a longitudinal experimental teaching in Grade 5 and 6.Resume: Artiklen har til formål at give indblik i potentialer og udfordringer ved at planlægge, gennemføre og evaluere en målstyret kompetenceorienteret matematikundervisning. Med afsæt i et igangværende ph.d.-projekt vil en del af projektets analyser blive præsenteret som udgangspunkt for at kunne forholde sig til de hindringer af eksemplarisk karakter, som er identificeret i forbindelse med en længerevarende forsøgsundervisning i 5.- og 6. klasse.

No abstract

Artiklen beskriver en kvantitativ undersøgelse af tre skolers opgavedidaktiske praksis i matematik. Undersøgelsen udgør et selvstændigt projekt under en ramme kaldet Universitetsskoleprojektet, som er et samarbejde mellem de tre skoler og læreruddannelsen på Professionshøjskolen UC Syd. I projektet er der udarbejdet et analyseredskab til analyse af de indsamlede elevopgaver og elevprodukter. Undersøgelsen viser en praksis, som overvejende er baseret på læremidler, hvor færdighedsopgaver inden for tal og algebra samt geometri udgør størsteparten af elevopgaverne. Elevprodukterne fra de undersøgte opgaver viser, at eleverne gør, som de bliver bedt om, og at svaret på opgaverne ofte er et tal (facit).