Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis
Résumé
In this paper, we explore teachers’ use of a curriculum framework involving mathematical competencies in planning teaching activities. We have used data from a pilot learning management system and Epistemic Network Analysis to plot a visualisation of a 2D space displaying a network of teachers’ associations of mathematical competencies to their teaching activities. We interpret this visualisation to create a conceptual model for how teachers understand mathematical competencies when planning classroom activities.
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