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dc.contributor.authorThorvaldsen, Steinar
dc.contributor.authorVavik, Lars Ingebrigt
dc.date.accessioned2012-09-12T06:34:08Z
dc.date.available2012-09-12T06:34:08Z
dc.date.issued2012
dc.description.abstractThe purpose of this study is to investigate the following questions: What factors leads to success in mathematics, and how can these success factors and qualities be described? Will the teacher’s education and pedagogical praxis have an impact on good learning results? We report results from a case-control association study on among high achievement classes in mathematics in Norway. The data were collected from matched pairs of schools, paired on the basis of location and socioeconomic status. The questionnaire was first distributed to teachers in 38 Norwegian secondary schools at grade 9, which have had repeated success in the annual KappAbel competition in mathematics. Subsequently, 38 teachers at schools without success were contacted, and answered the same questionnaire. The main findings of the study are the following: The formal academic competence of the teacher is the best predictor for good results. Moreover, the pedagogical profile is reason oriented, where students are challenged to evaluate and substantiate their arguments, and spreadsheet is used for exploration and computation.en
dc.identifier.citationThe Montana Mathematics Enthusiast 9(2012) nr. 3 s. 359-370en
dc.identifier.cristinIDFRIDAID 936720
dc.identifier.issn1551-3440
dc.identifier.urihttps://hdl.handle.net/10037/4447
dc.identifier.urnURN:NBN:no-uit_munin_4188
dc.language.isoengen
dc.publisherInformation Age Publishingen
dc.rights.accessRightsopenAccess
dc.subjectVDP::Social science: 200::Education: 280::Subject didactics: 283en
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en
dc.titleFoundations for success in mathematical competitions : a study of best praxis in lower secondary schools in Norwayen
dc.typeJournal articleen
dc.typeTidsskriftartikkelen
dc.typePeer revieweden


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