Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms

This paper focuses on patterns of instructional practices in mathematics classrooms two Nordic contexts, Finland and Norway. While sharing some key features terms ways organizing schooling education, these contexts also exhibit interesting differences instruction at the classroom level. In using a standardized coding manual to systematically analyze 16 classrooms, eight Helsinki, Oslo, we found that whole-class dominated individual seatwork was main activity Helsinki. Instruction Helsinki showed more evidence clear explanations, connection new knowledge existing knowledge, explicit learning goals; Oslo students had greater opportunities participate discourse peer discussions. study contributes understanding how similar enact distinct classroom, can be related aspects quality.