Year: 2024
Type: article
Abstract: Changing mathematics education and teachers has proved to be difficult. In this case study the matter has been turned upside down. The purpose is to approach the question of change from the perspective of stability. In this paper I will discuss how primary school teachers speak about stability, and – in this connection – about changes in mathematics teaching. The data consists of semi-structured interviews of nine primary school teachers and is analyzed qualitatively. The findings suggest complex relationships between the need for continuity and the desire for changes.
Author: Leila Pehkonen
Institution: University of Helsinki
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2987850147