Northern Lights on PISA and TALIS

Ludvigsen, Sten; Nortvedt, Guri A.; Pettersen, Andreas; Pettersson, Astrid; Sollerman, Samuel; Ólafsson, Ragnar F.; Taajamo, Matti; Caspersen, Joakim; Nyström, Peter; Braeken, Johan

doi:10.6027/tn2016-517

Cited by 6 publications

(4 citation statements)

References 85 publications

(127 reference statements)

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“…This study was based on the view that reasoning in the classroom is a process of students' appropriation of multiplication. The use of discussion as a tool to increase reasoning has gained emphasis in classrooms worldwide, including those in Norway (Ludvigsen et al, 2016). A central part of primary school mathematics teaching in Norwegian classrooms involves the teacher discussing tasks and their solutions with students (Streitlien, 2009).…”

Section: Methodsmentioning

confidence: 99%

Students´ reasoning on multiplication in primary school classroom context

Kaufmann

2019

REDIMAT

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This article investigates how students in third grade discuss and reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about students´ reasoning and strategy use in multiplication. The analysis shows that some of the features within previous research are helpful in characterizing the students´ reasoning about multiplication. However, the data material also reveals new aspects of students´ reasoning multiplication in classroom settings. One aspect is how students reason about different characteristics of multiplication, and reason about the concept of multiplication in a more general way. They put it in a broader context by going beyond the actual example in which the activity takes place. The students have moved away from the actual example, shifting their attention towards a focus on mathematical relationships. Another aspect is how a strong emphasis on using addition when they work with multiplication, by for instance that some students may begin to use different sub-totals, can cause tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students´ multiplicative reasoning and implications for practice are elaborated upon.

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Section: Methodsmentioning

confidence: 99%

Students´ reasoning on multiplication in primary school classroom context

Kaufmann

2019

REDIMAT

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“…Reasoning in the classroom is seen as a process of students' appropriation of multiplication. The use of discussion as a tool to increase reasoning has gained emphasis in classrooms worldwide and in Norwegian classrooms (Ludvigsen et al, 2016). A central part of the teaching in mathematics at primary school in Norwegian classroom are based on teacher discussing with the student about the tasks and their solutions (Streitlien, 2009).…”

Section: Methodsmentioning

confidence: 99%

The problem of distinguishing multiplicative from additive reasoning in primary school classroom context

Kaufmann

2018

EUROPEAN J SCI MATH ED

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This article investigates how students in third grade learn to reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about how students learn to distinguish multiplicative from additive reasoning in a primary school. A central feature is the strong emphasis students have on addition when they work with multiplication. This emphasis on addition causes tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students' multiplicative reasoning and implications for practice are elaborated upon.

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“…The authors also note the equally important influence of strong principal human resource management including maintaining high teacher job satisfaction, teacher commitment, and teacher retention and hiring practices (Boyce and Bowers, 2018 [12]). In addition to these findings, a recurrent theme across the instructional learning literature is the influence of principals addressing the context of the school (Edmonds, 1979 [18]; OECD, 2009 [21]; OECD, 2014 [22]; OECD, 2019 [19]). While multiple levels of schooling are included in TALIS, the central focus is on lower secondary schools (ISCED 2) and measuring and comparing teacher and leader perceptions across multiple education policy and national contexts (Ainley and Carstens, 2018 [18]).…”

Section: Instructional Leaders Build a Positive Climate Through Profementioning

confidence: 96%

“…First, this study provides the first evidence of a conceptual mapping of the components of the leadership for learning framework to the TALIS 2018 items. Conducted by the Organisation for Economic Co-operation and Development (OECD) since 2008, for issues concerning school leadership, TALIS has historically been focused on theories of transformational and instructional learning (Ainley and Carstens, 2018[18]; OECD, 2009 [21]; OECD, 2014 [22]; OECD, 2016 [15]). However, recent school leadership surveys, especially in the US context, have begun to examine principal and teacher practices through the lens of leadership for learning, especially the recent survey the Comprehensive Assessment of Leadership for learning (CALL) (Halverson and Kelley, 2017[16]; Halverson, Kelley and Shaw, 2014 [17]) using the five domain model noted above.…”

Section: Executive Summarymentioning

confidence: 99%

Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018

Bowers

2020

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Northern Lights on PISA and TALIS

Cited by 6 publications

References 85 publications

Students´ reasoning on multiplication in primary school classroom context

Students´ reasoning on multiplication in primary school classroom context

The problem of distinguishing multiplicative from additive reasoning in primary school classroom context

Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018

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