Depth as a key issue for implementing DEM: The case of a teacher

Abstract

This case study examines one Norwegian teacher's enactment of an innovative system for mathematics teaching called developmental education in mathematics (DEM). The findings show that despite appropriate textbooks, high motivation, a belief that its principles are effective for mathematics teaching and learning, and indications of a shift of ownership of DEM, the teacher did not follow the fundamental principle of appropriate mathematical challenges for the students. Based on the findings, this paper identifies challenges regarding qualitative aspects, such as depth, of the implementation of the DEM project, while suggesting a path forward for a type of scaling-up process that does not necessarily include spreading to the largest possible number of schools.