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ERIC Number: EJ1105605
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: EISSN-2156-1400
Comparison of the Classroom Practices of Finnish and Icelandic Mathematics Teachers
Savola, Lasse
Journal of Mathematics Education at Teachers College, v1 n2 p7-13 Fall-Win 2010
Mathematics teachers in Finland and Iceland are on different tracks. Based on a recent video study, the classroom practices of Finnish mathematics teachers seem to be rather traditional. This is in contrast to the Icelandic teachers many of whom use progressive-minded, learner-based instructional strategies. The classroom practices in Finland include substantial whole-class interaction, while many students in Iceland are getting used to learning independently, without significant collaboration with others. This paper discusses three pedagogical dimensions on which mathematics teaching in Finland and Iceland differ: "individualization," "learner control," and "content-related discourse."
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; Iceland