| 1. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 2. |
- Andersson, Ninnie
(författare)
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Communication and Shared Understanding of Assessment : A phenomenological study of assessment in Swedish upper secondary dance education
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to describe and explore the phenomenon of assessment in dance education within the Swedish upper secondary schools’ dance orientation. The phenomenon was researched based on teachers’ experiences of assessment in dance education and formulations in the syllabi for upper secondary school. Life-world phenomenology constituted a base for the study. The methods used in the investigation were document analysis, observations, teachers’ written and verbal reflections and interviews. Documentation of observations was made through field notes, video recordings and sound recordings. The generated material was analysed based on Spiegelberg’s (1960) seven stages of phenomenological analysis. Syllabi from Lpf94 and Gy11 were researched to describe and analyse in what ways dance knowledge becomes visible. In total, five teachers and three schools were involved in the study. Within the framework of the course Dance technique 1, observations of dance education in ballet, contemporary- and jazz dance were made as well as of ten grade conferences. The teachers read the field notes and were able to change formulations in case something was misunderstood or it needed to be commented on in the form of teachers’ written or verbal reflections. Interviews with four of the observed teachers were made and the conversations related to what appeared in the observations. Comprehension of teachers’ experiences resulted in a description of the phenomenon and answers to the research questions. The study is communicated through four intertwined papers. The result reveals various conditions for assessment in dance education. Two themes appeared in the overall findings of the study, namely: The design of the assessment practice and Communication within the assessment practice. The syllabi appeared as one condition among others for dance education in upper secondary school including views of dance knowledge that appeared through analysis of the syllabi. In the assessment practice, it was seen that teachers’ conduct of assessment involved conditions for formative assessment to emerge. Conditions in order for communicated assessment to become meaningful for the students also emerged, including shared understanding. The teachers expressed various conditions for the assessment practice to became visible, namely the students’ participation, their own actions, as well as the overall school context. The study contributes to the dance educational research field through making teachers’ experiences of assessment in Swedish dance education visible. The thesis discusses dance teachers’ various approaches to syllabi, how the teachers’ conceptions of quality influence the assessment practice, and finally the importance of shared understanding of communicated assessment is emphasised. Furthermore, collegiate discussions are brought to the attention as a way to improve and reflect upon assessment.Keywords: upper secondary school, dance education, assessment, life-world phenomenology
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| 3. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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An elite athlete’s storying of injuries and non-qualification for an Olympic Games : A socio-narratological case study
- 2019
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Ingår i: Qualitative Research in Sport, Exercise and Health. - : Routledge. - 2159-676X .- 2159-6778. ; 11:5, s. 687-703
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we present and examine the case of one elite athlete – 28-year old Mark (pseudonym), who during a 10-month lead-up to the 2016 Rio OG qualification deadline, aimed to achieve his NGB/NOC’s qualification standards, but sustained several injuries and was forced to give up his qualification attempt. Adopting a socio-narratological framework, we aim to understand how Mark storied the qualification period; how socio-cultural, organisational, and biographical contexts complicated his qualification and how he handled these complications; and how he made sense of not qualifying. Based on data produced through a longitudinal prospective study that included a background questionnaire, three semi-structured interviews, a weekly web survey, a training observation, and a compilation of competition results, our socio-narratological interpretations evidence that Mark aligned his athletic life to the ‘sport performance investment narrative’, but that this narrative provided limited resources to story poor competitive results and injuries. Instead, as Mark faced unexpected disruptions, he adopted a number of restitution strategies (e.g. alternative training/competition plans; positive thinking; rehabilitation) to re-align to the performance narrative. In so doing, Mark compromised injury recovery to worsen his performance and further injure his body, which eventually stopped his qualification process. After a directionless period and personal suffering, Mark again intended to follow the performance investment narrative. We propose that coaches, support staff and sport organisations recognise the pressurised nature of a qualification phase and provide support strategies to moderate instability and possible non-qualification.
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| 4. |
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Bedömning i matematik - i lärandets och undervisningens tjänst
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I denna sjunde del av Matematikdidaktiska texter behandlas bedömning. Innehållet präglas mycket av den forskning och verksamhet som bedrivs i forsknings- och provutvecklingsgruppen PRIM vid Stockholms universitet.
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| 5. |
- Berg, Astrid, et al.
(författare)
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Representational challenges in animated chemistry: self-generated animations as a means to encourage students reflections on sub-micro processes in laboratory exercises
- 2019
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Ingår i: Chemistry Education Research and Practice. - : ROYAL SOC CHEMISTRY. - 1756-1108 .- 1109-4028. ; 20:4, s. 710-737
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Tidskriftsartikel (refereegranskat)abstract
- A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students work of producing a phenomenon in the laboratory and creating an animation was recorded (audio-video) to capture students verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.
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| 6. |
- Bergvall, Ida, 1975-
(författare)
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Bokstavligt, bildligt och symboliskt i skolans matematik : – en studie om ämnesspråk i TIMSS
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language.Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language.The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS).In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language.The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic.The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.
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| 7. |
- Berrhazi, Badr-eddine, et al.
(författare)
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RBDSDEs with jumps and optional Barrier and mean field game with common noise
- 2023
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Ingår i: Stochastics. - : Taylor & Francis Group. - 1744-2508 .- 1744-2516. ; 95:4, s. 615-634
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we study a generalization of reflected backward doubly stochastic differential equations (RBDSDEs) and present a link to a general mean field game. In our case, the RBDSDEs are associated with a lower optional not right continuous barrier. First, we establish the existence and uniqueness of a solution of such RBDSDEs. We then study a mean field game with a new type of common noise related to an electricity grid with storage allowing jumps and prove the existence of a mean field Nash equilibrium.
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| 8. |
- Berrhazi, Badr-eddine, et al.
(författare)
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Reflected backward doubly stochastic differential equations with discontinuous barrier
- 2020
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Ingår i: Stochastics. - : Taylor & Francis Group. - 1744-2508 .- 1744-2516. ; 92:7, s. 1100-1124
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we investigate reflected backward doubly stochastic differential equations (RBDSDEs) with a lower not necessarily right-continuous obstacle. First, we establish the existence and uniqueness of a solution to RBDSDEs with Lipschitz drivers. In the second part, we present a comparison theorem and we prove the existence of a minimal solution to the RBDSDE with the continuous driver.
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| 9. |
- Björklund Boistrup, Lisa, 1960-
(författare)
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Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
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| 10. |
- Björklund Boistrup, Lisa, 1960-, et al.
(författare)
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Skolmatematiken och universitetsmatematiken ur ett didaktiskt perspektiv
- 2007
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Ingår i: <em>Matematikdidaktiska texter. </em>. - Stockholm : PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm. - 9176566331 - 9789176566336 ; , s. 8-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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