Research group The LICR research program addresses the persistent problem that rote learning by imitation dominates in mathematics classrooms but leads to superficial knowledge. The purpose is to study if, how and under what conditions students’ construction of own reasoning lead to more efficient learning, and how teaching can be designed to promote students’ own reasoning.
The LICR program consists of some 40 more or less closely related finished and ongoing research studies of different relations between 1) tasks, 2) teacher-student interaction, 3) students' task solving reasoning and 4) learning outcomes. It builds on results found in the research literature, showing that teaching can be designed to support deeper learning for students, but also that such teaching is more difficult to design and implement than the commonly found approach of imitation of solution templates. A suggestion is described by Brousseau's Theory of Didactical Situations, claiming that learning is more efficient if students construct their own task solutions instead of imitating given solution procedures. Results from repeated studies within LICR show that learning by construction of solutions can be more effective than learning by imitation of solutions.
Yvonne Liljekvist, professor, Karlstads universitet, https://www.kau.se/forskare/yvonne-liljekvist
Jan Olsson, senior lecturer, Akademin för utbildning, kultur och kommunikation , Avdelningen för matematikens och naturvetenskapens didaktik, Mälardalens universitet, https://www.mdu.se/staff?id=jon08
Hendrik van Steenbrugge, senior lecturer, Institutionen för ämnesdidaktik, Stockholms universitet, https://www.su.se/profiles/heva6389-1.459026
