Guidelines for the teacher: Are they possible?

Ingi Heinesen Højsted, Maria Alessandra Mariotti

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


We report on the design and implementation of teacher guidelines in a didactic sequence that was developed in the frame of a design-based research study. The guidelines are anchored in the frame of the Theory of Semiotic Mediation and the hypothesis was that the guidelines could support the teachers’ management in the classroom discussions. We elaborate on the teacher guidelines design and present results of analysis from a classroom discussion as well as an interview with the teacher. Our results show an implementation that was not particularly effective, and that the teacher followed the guidelines only to some extent. We discuss the dilemma of developing condensed guidelines while trying to convey underpinnings of an elaborate theoretical frame.
Original languageEnglish
Title of host publicationBringing Nordic mathematics education into the future
Subtitle of host publicationPreceedings of Norma 20, The ninth Nordic Conference on Mathematics Education Oslo, 2021
EditorsG. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, J. Radišić, J. Ö. Sigurjónsson, O. Viirman, A. Wernberg
Place of PublicationGöteborg
PublisherSwedish Society for Research in Mathematics Education
Number of pages8
ISBN (Electronic)978-91-984024-6-9
Publication statusPublished - 2022


  • Teaching
  • Teachers
  • Teacher guidelines
  • Dynamic Geometry Environments
  • The theory of semiotic mediation


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