Developing mathematical competence: From the intended to the enacted curriculum

By J. Boesen, O. Helenius, Ewa Bergqvist, T. Bergqvist, Johan Lithner, Torulf Palm, B. Palmberg. 2014

179 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c8e4944ca4418947c6b06267142184e473107580

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Bert Jonsson
2. Yvonne Liljekvist
3. Mathias Norqvist
4. Johan Lithner
5. D. Ryndak
6. R. Leikin

In Statistics and Probability

1. Bert Jonsson
2. Yvonne Liljekvist
3. Mathias Norqvist
4. Johan Lithner
5. R. Leikin

Citations in the corpus

• Learning mathematics through algorithmic and creative reasoning (2014, methodology): “It was argued that working with a higher degree of complexity and divergence (which could also lead to failures) facilitated the participants’ ability to develop structures that are helpful for problem solving; this was in contrast to well-structured problems for which those structures were already…”
• Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Boesen et al. (2014) discussed the concept of quality as the teacher’s ability to accurately interpret the goals and purposes of the intended curriculum and teach students to the level intended by the standards.”
• Principles for designing mathematical tasks that enhance imitative and creative reasoning (2017, background): “1 3 also influenced Swedish official policy documents since 1994 (Boesen et al. 2014).”