Mathematical problems for an enriched and differentiated teaching

Previous research studies have identified various characteristics of mathematical problems that can benefit students’ learning. But there is a lack of knowledge about how these characteristics develop specific mathematical competencies, and then also how different mathematical problems, with different characteristics, can contribute to high-achieving students' mathematical knowledge development. Our project contributes to this knowledge.

Surveys among teachers also show that there is a general need for support for teachers how to meet and challenge all students to develop in relation to their potential in mathematics. Existing guidelines regarding high-achieving students are more comprehensive and organizational. Our project adds subject-specific didactic principles that contribute to the development and improvement of mathematics teaching planning, especially for high-achieving students.

The project is based on a design research methodology. Researchers and teachers work together in iterative cycles where mathematical problems are created and tested with students. Participating students have been identified as high achievers and participate in a math club at junior high school. In the project, design principles are constructed for how a specific characteristic of a mathematical problem can contribute to giving a student the opportunity to develop a specific mathematical competency.

Funded by Skolforskningsinstitutet, 2024-00077.