| 1. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Upper secondary students’ task reasoning
- 2008
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Informa UK Limited. - 0020-739X .- 1464-5211. ; 39:1
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Tidskriftsartikel (refereegranskat)abstract
- Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.
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| 2. |
- Wedman, Lotta, 1975-
(författare)
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Views on concept in the framework of Three worlds of mathematics : A concept analysis
- 2018
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Ingår i: Perspectives on professional development of mathematics teachers. - Göteborg, Sweden. - 1651-3274. - 9789198402421 ; , s. 121-130
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Konferensbidrag (refereegranskat)abstract
- There are examples of conceptual incoherencies within the field of mathematics education. In this paper, a concept analysis of the notion concept in Tall’s framework of Three worlds of mathematics is conducted. In the first phase of the study, an analysing tool is constructed from a literature review in philosophy and cognitive science. This tool makes two distinctions. One distinction is between views considering concepts as abstract and views considering concepts as mental. The other distinction is between views considering concepts as intersubjective and views considering concepts as subjective. Preliminary results show that different views on concept are mixed in the framework of Three worlds of mathematics.
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| 3. |
- van Bommel, Jorryt, 1974-, et al.
(författare)
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Five minutes : Young students' understanding of time
- 2023
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Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - Budapest : ERME. - 9789637031045
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Konferensbidrag (refereegranskat)abstract
- The focus of this paper is on young students’ understanding of time which is hardly studied. In the presented study, Swedish 6-year-olds first worked on a task about estimating time and after that they posed their own tasks about time. The research questions concern what aspects of time come to light when 6-year-olds (1) estimate the time needed for specific activities and (2) pose tasks related to time When estimating time, the arguments given by the students were based on previous experiences, personal situations, and emotions. Sometimes more than one of these were used in the same line of argumentation. The tasks posed by the students were related to estimation of a set time, estimation of a time given a specific activity, using a timer, point-of-time, and time as a context. Our study suggests estimation and measurement of time as a suitable content to enlarge students’ understanding of time in addition to the more common focus on ‘telling the time’.
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| 4. |
- Wedman, Lotta, 1975-
(författare)
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A concept analysis of the notion concept : Contributions of an analysing tool
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4). - Umeå, Sweden. - 0771-100X. - 9789176019023 ; , s. 411-418
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Konferensbidrag (refereegranskat)abstract
- The word ‘concept’ is used with several meanings in mathematics education. In order to obtain a coherent theoretical framework, a concept analysis of the notion concept is performed for some current frameworks in the field. The taken approach includes creating a tool for analysing views on concept, based on a literature review in philosophy. This tool uses three distinctions of views on concept: mental versus abstract, subjective versus intersubjective, and molecular versus holistic. Examples from texts in mathematics education are given, where the three distinctions are present. Further, the taken approach offers a perspective on concept that simplifies comparisons between frameworks.
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| 5. |
- Bjørnebye, Morten, et al.
(författare)
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Aesthetics in embodied task design in mathematics
- 2023
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Konferensbidrag (refereegranskat)abstract
- STEAM (Science, Technology, Engineering, Arts, and Mathematics) research emphasises interdisciplinary approaches to developing skills needed for the 21st century. In this paper, we explore three aesthetically rich mathematical activities involving dance and bodily performance (e.g., creative body postures) with 6-year-old students. Supported by an embodied perspective of task design and a Deweyan view of aesthetics, we argue that a high degree of bodily engagement and a high degree of task integration allow space for creativity and imagination that may involve aesthetic dimensions. Specifically, we argue that body postures, bodily rotation, rhythm, and fluency in composite sequences of movement may connect art and mathematics in a way that treats the students as active creators of aesthetic experiences, in contrast to other STEAM approaches that do not consider bodily performance as a way of connecting art and mathematics.
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| 6. |
- Sjöberg, Gunnar, 1958-, et al.
(författare)
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Disciplined by tests
- 2015
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 20:1, s. 55-75
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).
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| 7. |
- Grundén, Helena, 1968-
(författare)
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Planning in mathematics teaching : a varied, emotional process influenced by others
- 2020
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Ingår i: LUMAT. - Helsinki : University of Helsinki. - 2323-7112. ; 8:1, s. 67-88
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Tidskriftsartikel (refereegranskat)abstract
- Planning is an essential part of teachers’ work that has consequences for students’ learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers’ point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts,meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency, are present in the process of planning. These feelings sometimes have consequences for decisions teachers make about their mathematics teaching.
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| 8. |
- Jakobsson, Martin, et al.
(författare)
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Semantiska vågor i undervisningen : Likheter och skillnader i skolämnena matematik och samhällskunskap
- 2023
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Ingår i: Utbildning och lärande. - 1653-0594. ; 17:2, s. 59-78
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Tidskriftsartikel (refereegranskat)abstract
- If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.
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| 9. |
- Palmér, Hanna, et al.
(författare)
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Lärares deltagande i praktiknära forskning
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Med utgångspunkt i det praktiknära forskningsprojektet Problemlösning i Förskoleklass, fokuserar vi i den här presentationen på hur lärarnas olika deltagande i en intervention samverkar med forsknings-kvalitet. Studien genomförs enligt modell för designforskning med målet att utveckla både teori och praktik avseende lärande och undervisning i matematik. Genom de snart tio år som studien har pågått har de medverkande förskoleklasslärarnas deltagande i interventionen varierat, från passiva observatörer och därmed konsumenter av forskning till att ha ansvar för såväl genomförande av undervisning som datainsamling och därmed producenter av forskning. Dessa olika samarbeten har resulterat i data där frågan om autenticitet är aktuell i förhållande till om intern eller extern validitet är utgångspunkten. Dessa olika autenticitet diskuteras på presentationen i relation till forskningskvalitet.
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| 10. |
- Bagger, Anette, 1974-, et al.
(författare)
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The shared duty of special educational support in mathematics : borders and spaces in degree ordinances for pre-service teachers
- 2020
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Ingår i: Borders in mathematics pre-service teacher education. - Cham : Springer. - 9783030442910 - 9783030442927 ; , s. 141-161
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Bokkapitel (refereegranskat)abstract
- This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertise in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.
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