Abstract
Mathematics teachers in Finland and Iceland are on different tracks. Based on a recent video study, the classroom practices of Finnish mathematics teachers seem to be rather traditional. This is in contrast to the Icelandic teachers many of whom use progressive-minded, learner-based instructional strategies. The classroom practices in Finland include substantial whole-class interaction, while many students in Iceland are getting used to learning independently, without significant collaboration with others. This paper discusses three pedagogical dimensions on which mathematics teaching in Finland and Iceland differ: individualization, learner control, and content-related discourse.
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