| 83991. |
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| 83992. |
- Kullberg, Angelika, 1969, et al.
(författare)
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What is made possible to learn when using the variation theory of learning in teaching mathematics?
- 2017
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Ingår i: ZDM - the International Journal on Mathematics Education. - : Springer. - 1863-9690 .- 1863-9704. ; 49:4, s. 559-569
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Tidskriftsartikel (refereegranskat)abstract
- The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of studies, the theory has been used to analyze teaching and students’ learning in classrooms. In mathematics education, variation theory has also been used to explore variation in sets of instructional examples. For example, it has been reported how teachers, by using variation and invariance within and between examples, can help learners to engage with mathematical structure. In this paper, we describe the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. We illustrate this by an analysis of one teacher’s teaching before and after he participated in three lesson studies based on variation theory. Both the theory and the empirical illustration focus on ‘what is made possible to learn’ in different learning situations. We show that in the two analyzed lessons, different things were made possible to learn.
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| 83993. |
- Kullberg, Angelika, 1969
(författare)
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What is taught and what is learned. Professional insights gained and shared by teachers of mathematics
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to contribute to knowledge about relationships between teaching and learning in school. The framework used in this research, variation theory, states that, to improve student learning, attention must be paid to what is being learned, the capability that is to be improved and the features (critical features) that it is necessary for the learner to discern. The studies reported here focus on the significance of critical features and are based on two ‘learning studies’ in mathematics, one of the density of rational numbers and one of the addition and subtraction of negative numbers. In a learning study, teachers work together with design, analysis and revision of their teaching of a single lesson with the aim of enhancing students’ learning by gaining insight about features that are assumed to be critical and enacting them in their teaching. The question answered in this research is whether the insight gained in the learning studies about critical features can be shared by other teachers and used to enhance other students’ learning. Two studies based on the previous studies were carried out together with a total of eight teachers and sixteen groups of students. Each teacher enacted two lessons with different conditions in terms of the critical features made use of. The lessons were video recorded and analysed with respect to which critical features were enacted in the lessons and what the students learned as indicated in pre and post tests. It is suggested that the critical features were transferable in two regards, in terms of student learning and in terms of a means of communication that could be shared among teachers. It was indicated that the critical features that were enacted in the teaching constrained what it was possible to experience in the classroom and what students learned. What was taught seemed to be reflected in what the students learned. Furthermore, the analysis indicates that it was not sufficient to simply name the critical features to the students; it seems that they must be discerned in order for learning to take place. It was found that the teachers made use of the critical features that were identified by other teachers in a learning study as a means to plan and teach lessons. This suggests that teachers can make use of the notion of critical features in their own teaching to enhance student learning.
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| 83994. |
- Kullberg, Angelika, 1969
(författare)
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What is the next number after 0.97? Validating critical features for learning about the density of rational numbers.
- 2009
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Ingår i: The World Association of Lesson studies International conference Programme book, Hong Kong Institute of Education.
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Konferensbidrag (refereegranskat)abstract
- What is the next number after 0.97? Validating critical features for learning about the density of rational numbers This paper focuses on teaching and learning of the density of rational numbers in grade 5 and 6. The study is a teaching experiment in which an attempt to implement and validate results in terms of critical features from a learning study was made. In this study two lesson designs were implemented by four teachers in eight different classes in two Swedish compulsory schools. Lesson design 1 (LD1) included one critical feature (decimal numbers as points on a line) and Lesson design 2 (LD2) all identified critical features (decimal numbers as points on a line, decimal numbers interchangeable representation, decimal numbers as a part-whole relationship, decimal numbers as repeatedly divisible). The critical features in LD2 addressed several important differences between students’ experiences of whole number and rational numbers (cf.,Vosniadou et al, 2008). The analyses show that when the teachers succeed to implement all the critical features (LD2) the effect on student learning was significant. The critical feature of the divisibility of numbers and intervals was found to be of decisive importance. In conclusion, the results from the learning study were found to be valid also for other groups of students.
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| 83995. |
- Kullberg, Angelika, 1969, et al.
(författare)
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What is to be learned? Teachers' collective inquiry into the object of learning
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 309-322
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Tidskriftsartikel (refereegranskat)abstract
- Within the phenomenographic research tradition, the object of learning depicts the capability that is to be learned by the learner. It has been argued that the object of learning cannot be fully known in advance since what is to be learned depends on the learners as well as on the content taught. The object of learning and its nature needs to be explored. In this paper, we analyze how a group of teachers collaboratively investigated an object of learning when they planned, enacted, analysed, and revised a mathematical task. We describe distinctions made by the group in the inquiry into teaching and learning, and how delimitations and distinctions made transformed the teaching and meaning of the object of learning.
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| 83996. |
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| 83997. |
- Kullberg, Birgitta, 1945, et al.
(författare)
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Möjligheter eller hinder till lärande. Fjorton nybörjarelevers erfarenheter. (Rapport nr 12)
- 1996
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten belyser en studie av barns första tre månader i skolan och utgör en delstudie inom projektet: "Barns möte med skolans värld". Studien har sin grund i observationer av fjorton sjuåringar i fem olika klassrum samt på intervjuer av klasslärarna. Tio av barnen har tidigare följts i förskolan. Den etnografiska forskningsansatsen har använts såväl i producerandet av data som i analysförfarandet. Deltagande observation samt samtal (informella intervjuer) och djupintervjuer (formella intervjuer) har förekommit. Studien innehåller såväl fortlöpande som avslutande analys. De fem olika klassrumskulturerna kan beskrivas ha karaktären av fyra olika kvaliteter: Förändring, utveckling, disciplin och kontroll. I alla fem klassrummen utgår lärarna från vad de anser riktigt för barns lärande. Lärarna är seriösa och noggranna i undervisandet, men de skiljer sig mycket åt i syn på barns lärande. Detta avspeglar sig i miljön i klassrummen. Det framkommer även att lärarna inte alltid undervisar så som de uttrycker att de gör. I den avslutande analysen upptäcktes en dimension, som har benämnts: Rum för lärande. Det framkommer att barnen skapar sig detta rum på framför allt fyra olika sätt: A) Barnet griper ett innehåll genom en förbipasserande utsaga, dvs. barnet hör eller ser något som plötsligt engagerat och griper tillfället till ett försök att utveckla något. B) Barnet vidareutvecklar en handling eller utsaga, dvs. barnet fortsätter utifrån eget eller lärarens initativ, en handling eller tänker vidare efter att ha hört en utsaga. C) Barnet uttrycker en egen tanke, dvs. han eller hon drar en slutsats. D) Barnet uttrycker en egen handling. Denna kommer inte helt plötsligt och synes inte alltid ha någon referens till en utsaga. Det framkommer också att de tio barn, som tidigare följts i förskolan, när det gäller disciplin direkt rättar sig efter läraren, men behåller sin förmåga att reflektera.
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| 83998. |
- Kullberg, Joel, et al.
(författare)
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Adipose tissue distribution in children: automated quantification using water and fat MRI.
- 2010
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Ingår i: Journal of magnetic resonance imaging : JMRI. - : Wiley. - 1522-2586 .- 1053-1807. ; 32:1, s. 204-10
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To develop and validate a method for rapid acquisition and automated processing of magnetic resonance (MR) images for analysis of abdominal adipose tissue distribution in children. Materials and Methods: The study included 21 (10 girls, 11 boys) healthy 5-year-old children. Rapid water and fat MR imaging (6 sec) was performed using a 2-point-Dixon technique on a 1.5T MR scanner using an 8-channel cardiac coil. An automated image processing algorithm was developed for automated segmentation of visceral adipose tissue (VAT) and subcutaneous adipose tissue (SAT), respectively. The results from the fully automated analysis were compared to those from a semiautomated analysis, performed by three operators, from the same images. Results: The automated analysis was seen to give results with strong correlation to the reference measurements (r ≥ 0.997); however, the SAT volume was underestimated by 9.4 ± 3.8%. The accuracy of the automated segmentation of VAT and SAT (TP: true positive, FP: false positive, mean ± SD, %) was TP: 83.6 ± 8.5, FP: 12.7 ± 6.8; and TP: 89.9 ± 3.6, FP: 0.7 ± 0.3, respectively.
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| 83999. |
- Kullberg, Joel, 1979-, et al.
(författare)
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Automated analysis of liver fat, muscle and adipose tissue distribution from CT suitable for large-scale studies
- 2017
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Ingår i: Scientific Reports. - : Springer Science and Business Media LLC. - 2045-2322. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Computed Tomography (CT) allows detailed studies of body composition and its association with metabolic and cardiovascular disease. The purpose of this work was to develop and validate automated and manual image processing techniques for detailed and efficient analysis of body composition from CT data. The study comprised 107 subjects examined in the Swedish CArdioPulmonary BioImage Study (SCAPIS) using a 3-slice CT protocol covering liver, abdomen, and thighs. Algorithms were developed for automated assessment of liver attenuation, visceral (VAT) and subcutaneous (SAT) abdominal adipose tissue, thigh muscles, subcutaneous, subfascial (SFAT) and intermuscular adipose tissue. These were validated using manual reference measurements. SFAT was studied in selected subjects were the fascia lata could be visually identified (approx. 5%). In addition, precision of manual measurements of intra-(IPAT) and retroperitoneal adipose tissue (RPAT) and deep-and superficial SAT was evaluated using repeated measurements. Automated measurements correlated strongly to manual reference measurements. The SFAT depot showed the weakest correlation (r = 0.744). Automated VAT and SAT measurements were slightly, but significantly overestimated (<= 4.6%, p <= 0.001). Manual segmentation of abdominal sub-depots showed high repeatability (CV <= 8.1%, r >= 0.930). We conclude that the low dose CT-scanning and automated analysis makes the setup suitable for large-scale studies.
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| 84000. |
- Kullberg, Joel, et al.
(författare)
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Whole-body adipose tissue analysis: comparison of MRI, CT and dual energy X-ray absorptiometry.
- 2009
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Ingår i: The British journal of radiology. - : British Institute of Radiology. - 1748-880X .- 0007-1285. ; 82:974, s. 123-30
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to validate a recently proposed MRI-based T(1)-mapping method for analysis of whole-body adipose tissue (AT) using an established CT protocol as reference and to include results from dual energy X-ray absorptiometry (DEXA). 10 subjects, drawn from the Swedish Obese Subjects Sibling-pairs study, were examined using CT, MRI and DEXA. The CT analysis was based on 28 imaged slices. T(1) maps were calculated using contiguous MRI data from two different gradient echo sequences acquired using different flip angles. CT and MRI comparison was performed slice-wise and for the whole-body region. Fat weights were compared between all three modalities. Strong correlations (r > or = 0.977, p<0.0001) were found between MRI and CT whole-body and AT volumes. MRI visceral AT volume was underestimated by 0.79 +/- 0.75 l (p = 0.005), but total AT was not significantly different from that estimated by CT (MRI - CT = -0.61+/-1.17 l; p = 0.114). DEXA underestimated fat weights by 5.23 +/- 1.71 kg (p = 0.005) compared with CT. MRI underestimated whole-body volume by 2.03 +/- 1.61 l (p = 0.005) compared with CT. Weights estimated either by CT or by DEXA were not significantly different from weights measured using scales. In conclusion, strong correlations were found between whole-body AT results from CT, MRI-based T(1) mapping and DEXA. If the differences between the results from T(1)-mapping and CT-based analysis are accepted, the T(1)-mapping method allows fully automated post-processing of whole-body MRI data, allowing longitudinal whole-body studies that are also applicable for children and adolescents.
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