Differences in success in solving second-degree equations due to differences in classroom instruction

Constanta Olteanu, Mona Holmqvist

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

The point of departure in this study is that differences in solving second-degree equations result from differences in what is presented to the students in a learning situation. However, the specified aim is to describe what kind of differences seem to be crucial for learning, and what does seem fruitless. The study is carried out in an upper secondary school in Sweden. Data consist of video-recorded lessons and tests. Two teachers and 45 students participated in this study. The analysis has been made with the aid of variation theory. The results show that the teachers focused on different aspects of a second-degree equation, and that this implied different learning outcomes as some of the aspects were not critical to promoting learning while others were.

Original languageEnglish
Pages (from-to)575-587
Number of pages12
JournalInternational Journal of Mathematical Education in Science and Technology
Volume43
Issue number5
DOIs
Publication statusPublished - 2012
Externally publishedYes

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • classroom study
  • learning
  • second-degree equations
  • teaching

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