## UIM: Scenario 1

Scenario: Teaching of fractions Country: Norway Grade (student age): Year 5 (age 10-11) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher has 35 years of experience as a teacher. The lesson is taught mid-way through the school year. The competence goals in the Norwegian curriculum are not formulated for each year, but are given after the completion of grade 4, 7 and 10. The competence goals regarding fractions after grade seven focus on calculations using positive and negative fractions, and placing fractions on a number line. The teacher writes 1/10 on the blackboard and asks if someone knows another fraction of equal size. A student answers 10/100, and the teacher writes ‘=10/100’ to the right of 1/10. Then the teacher chooses to illustrate this by…

## UIM: Scenario 2

Scenario: Teaching of fractions Country: Norway Grade (student age): Example 1 - year 7 (age 12-13) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher in example one has 25 years of experience as a teacher. The lesson is taught mid-way through the school year. The competence goals in the Norwegian curriculum are not formulated for each year, but are given after the completion of grade 4, 7 and 10. The students have only met fractions like ½ and ¼ used in everyday situations prior to fifth grade. The teacher helps one student with the task of comparing and finding the smallest fraction of ¼ and 5/8. She sits down and tells him to find the fraction bars. …

## UIM: Scenario 3

Scenario: Christiana’s teaching multiplication by powers of ten Country: Cyprus Grade (student age): Year 4 (age 9-10) Contributed by: Marilena Petrou Context – national, curricular, professional, other In Cyprus textbooks are used on a daily basis in the classroom, and are produced by policy makers. The mathematics textbooks in Cyprus are year-based, and all students at a particular grade are taught the same mathematics for the same length of time from the same textbook. These textbooks are consistent with fundamental principles of constructivist views of learning and teaching mathematics. Activities are designed with the purpose of helping students to construct their own understanding of different topics, while teachers are seen as facilitators in the process of learning, whose aim is to create a teaching environment that supports exploration of different…