Developing mathematical competence: From the intended to the enacted curriculum |
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| Institution: | 1. University of Gothenburg, Sweden;2. Umeå University, Sweden;3. Örebro University, Sweden;1. Washington State University, 360 Cleveland Hall, Pullman, WA 99164-2136, United States;2. Department of General Studies, Higher Colleges of Technology, Al Ain Women’s College, United Arab Emirates;1. Professor of Mathematics Education, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI 49008-5248, United States;2. Professor of Mathematics Education and Associate Dean for Research and External Funding, College of Education, Washington State University, 509-335-8395, United States;3. Professor and Director of Teacher Preparation, Department of Teacher Education, Michigan State University, 620 Farm Lane, Room 116M, East Lansing, MI 48824, United States;4. Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI 49008-5248, United States |
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| Abstract: | This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. |
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| Keywords: | Mathematical competence Interpretation of competency goals Reform Learning opportunities Classroom observation Teacher interviews Conceptual belief change |
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