Session Information
27 SES 05 A, Linking Process Data and Product Data? How Can Process Data Shed Light on Achievement Patterns: Experiences from the Norwegain PISA+ Study
Symposium
Time:
2009-09-29
08:30-10:00
Room:
NIG, HS 3B
Chair:
Niels Egelund
Discussant:
Jouni Välijärvi
Contribution
This paper will focus on some of the unforeseen consequences of using individualized methods when organising classroom learning in mathematics. Linked to the comparative ambition of the international PISA tests, little attention is given to idiosyncratic features in the national educational systems of the participant nations. Due to our qualitative classroom approach, we have been able to observe that work plans are an important organisational tool in Norwegian classrooms that to a large extent mediate joint activity of teacher and student. At all the six classrooms in the PISA+ study the teachers used work plans to organise students' activity. The work plan describes what the students are supposed to do in the different school subjects over a certain period.. An important consequence of using work plans is that a large part of the time allocated to mathematics is used on individual work. This seems to:
reduce the opportunities for student cooperation
reduce the time available for open class discussions
reduce the opportunity to talk mathematics with peers
These findings indicate that learning is being individualized and to a large extent treated as a private endeavour and which could be of importance when attempting to explain the achievement patterns of the Norwegian PISA results.
Method
Expected Outcomes
References
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