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What is to be learned? Teachers' collective inquiry into the object of learning
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Göteborg, Sweden.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0001-7556-7974
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 3, 309-322 p.Article in journal (Refereed) Published
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Abstract [en]

Within the phenomenographic research tradition, the object of learning depicts the capability that is to be learned by the learner. It has been argued that the object of learning cannot be fully known in advance since what is to be learned depends on the learners as well as on the content taught. The object of learning and its nature needs to be explored. In this paper, we analyze how a group of teachers collaboratively investigated an object of learning when they planned, enacted, analysed, and revised a mathematical task. We describe distinctions made by the group in the inquiry into teaching and learning, and how delimitations and distinctions made transformed the teaching and meaning of the object of learning.

Place, publisher, year, edition, pages
2016. Vol. 60, no 3, 309-322 p.
Keyword [en]
Object of learning, learning objectives, internal and external horizon, division, mathematics education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-29662DOI: 10.1080/00313831.2015.1119725ISI: XYZOAI: oai:DiVA.org:hj-29662DiVA: diva2:915048
Note

Special Issue: From Phenomenography to Variation Theory – Current Trends.

Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2017-11-07Bibliographically approved

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Mårtensson, PernillaRunesson, Ulla

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