Good mathematics teaching as constructed in Norwegian teachers’ discourses

Abstract

This paper explores the notion of good mathematics teaching as constructed in the discourses of practicing Norwegian mathematics teachers. Analyses of data from group interviews show that the teachers tend to conceptualize good mathematics teaching in terms of structuring lessons, differentiating in accordance with individual students’ different needs, mathematical communication between teacher and students, as well as teachers’ use of tasks and resources. In addition to this, the teachers emphasize student engagement and students’ learning when discussing good mathematics teaching. Possible implications for these findings are discussed.