Deep Learning as Constructed in Mathematics Teachers’ Written Discourses

Janne Fauskanger; Raymond Bjuland

doi:10.12973/iejme/2705

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Janne Fauskanger ¹ ^* , Raymond Bjuland ¹

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¹ Department of Education and Sports Science, University of Stavanger, Stavanger, NORWAY^* Corresponding Author

Abstract

This study explores the notion of deep learning as constructed in the discourses of practicing mathematics teachers. Analyses of data from written texts show that the teachers tend to conceptualise deep learning in terms of two broad categories: students’ deep learning and the work of teaching for deep learning. In both categories, students’ previous knowledge or background knowledge, students’ thinking and their understanding, interdisciplinarity and relations to daily life are emphasised. Related to the work of mathematics teaching for deep learning, variation in mediating tools, variation in approaches to teaching, the learning objective for a lesson and the importance of applying knowledge are emphasised. Possible implications from these findings are discussed.

Keywords

deep learning
mathematics teachers’ discourse
teachers’ views

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 13, Issue 3, October 2018, 149-160

https://doi.org/10.12973/iejme/2705

Publication date: 20 Jul 2018

Article Views: 4101

Article Downloads: 3255

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How to cite this article

APA

Fauskanger, J., & Bjuland, R. (2018). Deep Learning as Constructed in Mathematics Teachers’ Written Discourses. International Electronic Journal of Mathematics Education, 13(3), 149-160. https://doi.org/10.12973/iejme/2705

Vancouver

Fauskanger J, Bjuland R. Deep Learning as Constructed in Mathematics Teachers’ Written Discourses. INT ELECT J MATH ED. 2018;13(3):149-60. https://doi.org/10.12973/iejme/2705

AMA

Fauskanger J, Bjuland R. Deep Learning as Constructed in Mathematics Teachers’ Written Discourses. INT ELECT J MATH ED. 2018;13(3), 149-160. https://doi.org/10.12973/iejme/2705

Chicago

Fauskanger, Janne, and Raymond Bjuland. "Deep Learning as Constructed in Mathematics Teachers’ Written Discourses". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 149-160. https://doi.org/10.12973/iejme/2705

Harvard

Fauskanger, J., and Bjuland, R. (2018). Deep Learning as Constructed in Mathematics Teachers’ Written Discourses. International Electronic Journal of Mathematics Education, 13(3), pp. 149-160. https://doi.org/10.12973/iejme/2705

MLA

Fauskanger, Janne et al. "Deep Learning as Constructed in Mathematics Teachers’ Written Discourses". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 149-160. https://doi.org/10.12973/iejme/2705