We hope many of you will follow and interact with the TRACE-project. Join our discussions on https://tracingmathematicsteachereducation.blogspot.com, or Researchgate https://www.researchgate.net/project/TRACE-Tracing-mathematics-teacher-education

Data collection and analysis, April 2020

The data collection of the semester was interrupted by the corona-crisis, which also affected the time we had flr analysis, but the work continues. While far from all the video recordings and interviews have been transcribed and analysed, some tendencies are beginning to present themselves. They must of course be scrutinized carefully, and so this should not be treated as a result. But it seems that many of the new teachers struggle wioth managing explorative activities, because the balance between explorations and more routine components is both unclear and hard to manage. This gives us an indication that we need to adress this more in teacher education, in pedagogies of investigation and enactment.

The analysis of the materials used in the middle school and high school programs is almost complete, and some clear differences between the two sets of materials are showing up. One thing they do have incommon is a relative absence of the teleological and axiological dimensions in the materials.  

Background reviews are also still being conducted. 

In order to supplement the interviews conducted with the participants at the end of their education, a collaboration with other instutions in Sweden, first and foremost Dalarna University, was undertaken to conduct a survey of student teachers' perceptions of their opportuinities to learn during their education. The questionnaire has been informed by the TEDS-M study, the theoretical basis for TRACE, amongst other. It has been under development for the past six moths and is now ready to be piloted on the target group. 

Two papers are under review, and one of the doctoral students associated with TRACE has just recieved reviews on her latest paper. Several papers were accepted to conferences, which where since cancelled or postponed due to the corona-crisis. We hope to submit an additional 5-6 papers during 2020. 

Presence in conferences and workshops

The 1st Commognitive Workshop, February 2019:  Anette DeRon and Lisa Österling had the opportunity to present an attempt to a commognitive analysis of teaching in the workshop. We could also connect to several research colleagues in the commognitive field, and learned a lot on the ongoing work for developing methodologies where commognition is used in the analysis of teaching, not only learning.

Two systematic reviews are in various stages, where one was presented in PME 42 in Umeå.

NOFA 7 in May 2019: Members of the Trace-team, Iben Christiansen, Anette deRon, Kicki Skog and Lisa Österling, presented five different papers at the conference, which allowed us to connect to other projects involved in teacher education in the nordic countries. 

Mathematics Education and Society MES10, january-february 2019 in Hyderabad, India: Annica Andersson represented the TRACE-team.