Abstract
The empirical material in this paper is from a Swedish upper secondary school where the mathematics lessons over the last two years have been co-taught. Co-teaching implies that two teachers are most often present in the classrooms during the mathematics lessons. Despite this additional support, students’ performance in mathematics remained low and this is why a professional development program was initiated. The aim of the professional development program was to find new ways to increase the number of approved students. At the start of this professional development program, classroom observations and a questionnaire were conducted with teachers and students. The results indicate that teachers’ and students’ views on good mathematics teaching became a limitation for the design of the co-taught lessons. Thus, to increase the number of approved students, teachers’ and students’ views on good mathematics teaching ought to be the focus of the professional development program.
Highlights
This paper is based on empirical material from a professional development program at a Swedish upper secondary school
The results indicate that teachers’ and students’ views on good mathematics teaching became a limitation for the design of the co-taught lessons
At this school, both teachers and students expressed the ongoing design of the mathematics teaching as good, which may be why the change when implementing co-teaching was low
Summary
This paper is based on empirical material from a professional development program at a Swedish upper secondary school. These are the questions that are connected to the research questions in this paper, questions related to teachers’ and students’ views on how a mathematics lesson ought to be designed to promote students’ learning These questions were both questions presenting claims with fixed response options (e.g., working alone with tasks in the textbook is a good way to learn mathematics) and open questions (e.g., what would you say is the similarities and the differences between mathematics lessons in lower and upper secondary school?). It became apparent that the views on mathematics teaching, students’ learning as well as the views on how a mathematics lesson ought to be designed to promote students’ learning were very similar for teachers and students In the results, these similarities will be elaborated on in relation the typology of the observed co-taught mathematics lessons
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