Mathematics

4 Conclusions
The project of raising the didactical competence of mathematics teachers
implemented by the Swedish National Agency for Education is an important
step in the improvement of mathematics education in the country. The major
strength of the project has been that it relies to a great extent on teachers’
professional wisdom shared in collaborative work. The teachers are conceived
as internal experts who, in part, can professionally develop each other through
regular collegial work within the project and hopefully also after. The teacher
collaboration started in the work with modules has the potential to continue on
a regular basis in the schools involved in the project.
From the developers’ perspective a more transparent, open and less
bureaucratic style of project management is to be desired that focuses less on
orders and regulations rather than on dialog and a search for new
opportunities.
Some points raised in this paper would be universal for all module developers
but other insights are probably coloured by the specific module work contexts
the author was involved in.
References
Hattie, J. A. C., 2009, “Visible Learning: a synthesis of over 800 meta-analyses
relating to achievement”. London, New York: Routledge.
Mason, J., 2002, “Researching your own Practice: The discipline of noticing”,
London & New York: Routledge and Falmer.
Ostermeier, C., Prenzel, M., Duit, R., 2010, “Improving science and
mathematics instruction: the SINUS project as an example for reform as
teacher professional development”. International journal of science education.
Vol. 32, No.3, pp. 303-327.
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