NOMAD 9(2), 2004. The didactic divide and the education of teachers of mathematics in Sweden

 

CHRISTER BERGSTEN and BARBRO GREVHOLM

Abstract
On a background of tradition versus renewal, a discussion on recent teacher education reforms in Sweden is given. A balance of different aspects of content and a need for research are seen as critical for the formation of mathematics teacher education. A conception of a ’didactic divide’ between disciplinary and pedagogical knowledge is used as an analytic tool to describe the rationale behind the design of the reforms. Empirical data from student teachers enrolled in the new teacher education programme highlight how the structure and content of the programme contribute to overcoming the divide.

Sammanfattning
Utifrån perspektivet tradition och förnyelse ges en diskussion kring reformeringen av lärarutbildningen i Sverige. Som kritiska faktorer för utbildningen av lärare i matematik ses behovet av forskning och en balans mellan olika innehållsaspekter. Begreppet ”didaktisk klyfta” (”didactic divide”) mellan ämneskunskap och pedagogisk kunskap används som ett analys-verktyg för att beskriva centrala idéer bakom de senaste reformerna. Empiriska data från lärarstuderande i det nya lärarprogrammet belyser hur dess struktur och innehåll bidrar till att överbrygga den didaktiska klyftan.

CHRISTER BERGSTEN
Christer Bergsten is associate professor of mathematics education at Linköping University in Sweden, where he is working with the education of teachers of mathematics. His research interests also include epistemological and semiotic aspects of mathematical reasoning and understanding.

BARBRO GREVHOLM
Barbro Grevholm is professor of mathematics education at Agder University College in Norway and at Kristianstad University in Sweden. She is also a guest professor of mathematics and learning at Luleå University of Technology and director of the Nordic Graduate School of Mathematics Education. Her research interests are student teachers’ concept development in mathematics and mathematics education, problem-solving and gender issues.