Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis

Benjamin Brink (1) , Jonas Dreyøe (1) , Andreas Lindenskov Tamborg (2) , Brendan Eagan (3) , Sara Tabatabai (3) , David Williamson Shaffer (1) , Morten Misfeldt (1)

1 AAU - Aalborg University [Denmark]
2 Metropolitan University College, Department of School and Learning, Copenhagen, Denmark/ Aalborg University, Department of Learning and Philosophy, Copenhagen, Denmark
3 University of Winconsin

In this paper, we explore teachers’ use of a curriculum framework involving mathematical competencies in planning teaching activities. We have used data from a pilot learning management system and Epistemic Network Analysis to plot a visualisation of a 2D space displaying a network of teachers’ associations of mathematical competencies to their teaching activities. We interpret this visualisation to create a conceptual model for how teachers understand mathematical competencies when planning classroom activities.

Mots clés: Epistemic network analysis; learning management systems; mathematical competencies; teacher planning

Domaines: Mathématiques [math]; Education

Benjamin Brink, Jonas Dreyøe, Andreas Lindenskov Tamborg, Brendan Eagan, Sara Tabatabai, et al.. Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02423174⟩