| 1. |
- Karlsson, Natalia, et al.
(författare)
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Konkretisering och förmågorna
- 2016
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Ingår i: Konkretisering och förmågorna.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Med konkretisering menar vi all didaktisk verksamhet som leder till abstraktion, alltså förståelse av, och förmåga att, använda begrepp, strukturer och metoder. Under föreläsningen diskuterar vi, med belysande exempel för-och nackdelar med olika sätt att konkretisera. Vi behandlar såväl induktiva metoder som bygger på åskådlighet eller erfarenhet som deduktiva metoder som bygger på att undersöka och analysera innebörden av begrepp.
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| 2. |
- Karlsson, Natalia, et al.
(författare)
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Development and progression in students' experience of fractions and proportion
- 2021
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Ingår i: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). - Khon Kaen, Thailand : PME. - 9786169383000 ; , s. 150-
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Konferensbidrag (refereegranskat)abstract
- In a recent study we followed the teaching and learning of fractions and proportion with focus on how students develops their knowledge from grade 4 to grade 8. Another focus was on teachers’ ability to identify the object of learning and its crucial aspects.A qualitative analysis of the date shows that the students often failed in understanding crucial aspects of fractions and proportion and for that reason they made systematic mistakes later on. One reason for this appeared to be teachers’ lack of subject matter knowledge and an insufficient focus on the object of teaching. This became most evident in grade 8, where students’ misconceptions of fractions and extending of fractions, forced the teachers to introduce procedural methods like cross-multiplication. However, such teaching methods caused still more confusion and new misconceptions.
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| 3. |
- Karlsson, Natalia, et al.
(författare)
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Teachers' and students' perception of rational numbers
- 2021
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Ingår i: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3). - Khon Kaen, Thailand : PME. - 9786169383024 ; , s. 120-127
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Konferensbidrag (refereegranskat)abstract
- It is known from several studies, that students have problems when treating rational numbers. In this paper, there is a focus on rational numbers as equivalent classes, in teaching and learning.
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| 4. |
- Wärnsby, Anna, et al.
(författare)
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Letter form the Editor
- 2018
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Ingår i: Educare. - Malmö University : Malmö universitet. - 1653-1868 .- 2004-5190. ; 209:6, s. 919-919
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Karlsson, Natalia, et al.
(författare)
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Vad ska eleverna lära sig och vad lär de sig? : Vanliga missförstånd i matematikunderviningen
- 2020
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Bok (refereegranskat)abstract
- Vanliga missförstånd i matematikundervisningenRedan under de första skolåren bildar sig elever en uppfattning om matematik. Om denna uppfattning är mindre bra kan den kan skapa problem under senare skolår. Sådana problem återfinns även hos lärarstudenter och är ofta så väl befästa att de är svåra att förändra. Detta gäller inte minst hur elever och studenter uppfattar centrala begrepp som multiplikation, bråk och proportionalitet. Boken bygger på en studie om bråk och proportionalitet som genomförts i årskurserna 2, 4, 5 och 8, i vilken fem lärare under vardera fem lektioner har arbetat med bråk och proportionalitet. Vi har i vår studie kunnat följa hur det går till, när eleverna bygger upp de missuppfattningar som vi ser bland lärarstudenterna. I boken reflekterar vi över vad det innebär att undervisningen ska vila på vetenskaplig grund och vilka faktorer som är avgörande för att undervisningen ska gynna elevers lärande i matematik.
Vi ger också en rad praxisnära exempel på hur man kan analysera och reflektera över sin undervisning i avsikt att höja dess kvalitet.Boken vänder sig till aktiva lärare och lärarstudenter.
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| 6. |
- Karlsson, Natalia, et al.
(författare)
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Pre-service teacher' knowledge of mathematics : A framework for sustainable development of student knowledge
- 2023
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Ingår i: Education and New Developments 2023. - Lisboa, Portugal : inSciencePress. - 9789893510636 ; , s. 196-200
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Konferensbidrag (refereegranskat)abstract
- The purpose of this article is to draw attention to, analyze and discuss the following issues: (1) What mathematics should teacher education include, in order for student teachers to gain knowledge of a teaching practice that ensures the progression in students' mathematics development, and (2) How can the subject-specific content in an algebra course for student teachers be designed through an interaction between formal concepts in mathematics and the content of practical mathematics teaching with focus on algebra. An analysis of these issues is carried out within a theoretical framework of didactics of mathematics, related to a research context.This article is based on two research projects, MIL (Mathematics in teacher education) and SKUM (Student teachers’ knowledge and perceptions of mathematics) as well as ongoing research work with a focus on the quality of student teacher education in mathematics and the didactics of mathematics in the K–3 and 4–6 programs at Södertörn University.
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| 7. |
- Klang, Nina, 1978-, et al.
(författare)
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Mathematical Problem-Solving Through Cooperative Learning-The Importance of Peer Acceptance and Friendships
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students' mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving, and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students' results.
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| 8. |
- Karlsson, Natalia, et al.
(författare)
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Arithmetic and algebraic knowledge in student learning of concepts
- 2023
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Ingår i: Education and New Development 2023. - Lisboa, Portugal : inSciencePress. - 9789893510636 ; , s. 3-7
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Konferensbidrag (refereegranskat)abstract
- Current research deals with students’ arithmetical and algebraical knowledge, with focus on a conceptual connection, and the relationship between two aspects of knowledge. The content in question is rational numbers, rational equations and problem-solving about proportion and ratio in grades 7, 8 and 9. The method contains three tests given to 400 students in grades 7–9. Tools for analysis were theories of generalizing arithmetic into algebra (Kieran, 2004) and the relationship between arithmetic and algebra in a conceptual context (Kaput, 2008). Current research shows that students’ knowledge of algebra and arithmetic often has a limited conceptual connection and a weak relationship. Their knowledge of arithmetic operations and solving rational equations use to be just procedural and rely on formulas learnt in a procedural way and often mixed up. The study also shows that students’ procedural strategies in finding formulas suitable for solving the equations, as well as carrying out the corresponding calculations, were often insufficient. The study pays attention to shortcomings in students' conceptualization of arithmetic operations with rational numbers and how to apply them solving rational equations. One reason for this is lack of continuity in instruction and learning.
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| 9. |
- Karlsson, Natalia, et al.
(författare)
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En hållbar matematikundervisning : Från addition till bråk
- 2020
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Konferensbidrag (refereegranskat)abstract
- Vi har i flera år studerat hur undervisningen av multiplikation och tal i bråkform går till. Genom att analysera ett stort antal lektioner, från årskurs 2 till årskurs 8, har vi kunnat kartlägga orsaker till hur vanliga missuppfattningar om bråk, och operationer med tal i bråkform, har uppstått. Under vår föreläsning kommer vi inte bara att presentera detta utan även ge exempel på hur dessa missuppfattningar kan undvikas.
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| 10. |
- Karlsson, Natalia
(författare)
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Forskningsanktnytning i lärarutbildningen
- 2019
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Presentation bygger på forskning som ligger till grund för kvalitets-och utvecklingsarbete i matematikämnets didaktik i lärarutbildningen på Södertörns högskola. Syftet är att koppla samman lärarstudenters behållning av högskolestudier med lärares praktik i syfte att samordna vetenskaplig grund och beprövad erfarenhet.
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