Teaching at Swedish primary and secondary school is often combined with collaborative exercises in a variety of subjects. One such method for learning together is Supplemental instruction (SI). Several studies have been made to evaluate SI in universities throughout the world, while at lower levels, hardly any studies have been made until now. The present study aimed at identifying learning conditions in SI-sessons at two Swedish upper secondary schools. Within this study a combination of ATD (Anthropological Theory of Didactics) and the SOLO-taxonomy (Structure of the Observed Learning Outcome) was successfully tried as an analysis strategy.
|Title of host publication||[Host publication title missing]|
|Editors||Marianna Bosch, Yves Chevallard, Ivy Kidran, John Monaghan, Hanna Palmér|
|Publisher||European Association for Research in Mathematics Education|
|Publication status||Published - 2015|
|Event||CERME 9 - Prague|
Duration: 2015 Feb 4 → 2015 Feb 8
|Period||2015/02/04 → 2015/02/08|
Bibliographical noteThe information about affiliations in this record was updated in December 2015.
The record was previously connected to the following departments: Physics, science (011013100), Science (000006100), Educational Sciences (000026010)
Subject classification (UKÄ)
- Other Natural Sciences not elsewhere specified