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- Sidenvall, Johan, 1974-, et al.
(författare)
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Mathematical reasoning and beliefs in non-routine task solving
- 2015
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Ingår i: Current State of Research on Mathematical Beliefs XX. - Falun : Högskolan Dalarna. - 9789185941933
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Konferensbidrag (refereegranskat)abstract
- This paper explores low performing upper secondary school students’ mathematical reasoning when solving non-routine tasks in pairs. Their solutions were analysed using a theoretical framework about mathematical reasoning and a model to study beliefs as arguments for choices. The results confirm previous research and three themes of beliefs are used by the student. These themes are safety, expectations, and motivation. The results also show a connection between beliefs and imitative reasoning as a way to solve non-routine tasks.
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| 2. |
- Jäder, Jonas, et al.
(författare)
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Mathematical Reasoning and Beliefs
- 2014
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Ingår i: Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 6). - Vancouver : PME. - 9780864913661 ; , s. 114-114
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Konferensbidrag (refereegranskat)abstract
- We present a research project on students’ mathematical reasoning and how beliefs are indicated in their arguments. Preliminary results show that students express beliefs that task solving does not include reflection or much struggle. The results underpin earlier studies stressing expectations as a theme of belief.
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| 3. |
- Fingalsson, Rebecka, et al.
(författare)
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Constructing a ‘Nordic Nativeness’ in Swedish Sexuality Education
- 2022
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Ingår i: Education and involvement in precarious times. - Reykjavik, Iceland : School of Education, University of Iceland. - 9789935468222
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Nordic countries' progressive sexuality education (SE) has become synonymous with gender equality, sex-positive attitudes, and norm-critical awareness (Allen & Rasmussen, 2016; Bengtsson & Bolander, 2020; Zimmerman, 2015). In global comparison, Nordic SE is perceived to be a queer utopia regarding LGBTQ rights (Kjaran, 2017). Despite the prominence, feminist scholars argue it to cultivate forms of sexuality through notions of secularism and progressive pedagogy (Scott, 2018). According to Scott (2018) has Western sexual freedom represented the “fulfilling of natural inclinations of all women” (p. 157) in which sexual desire becomes a defining attribute of the human and a form of “natural law outside of history” (ibid). Svendsen (2017) argues the secular logic within Norwegian SE to be an ‘operating technology’, constructing a secular native and a religious Other. Similar constructions have been found by Honkasalo (2018) in Finnish textbooks, where culture is assigned to non-Finnish Others in contrast to liberal and progressive ""Finnish"" sexuality. When seemingly neutral and depoliticized notions of sexuality, the human body, health, and morality are addressed in SE, it becomes crucial to think about how these notions affect educational practices. In this paper we continue the path of critique and explore Swedish SE to understand how ‘Nordic nativeness’ is constructed through educational practices. Our data consists of observations, interviews, and textbooks in which we highlight how ‘the native’ and ‘the Other’ are represented. In our paper, we use a thematic analysis to flesh out how positions of ‘nativeness’ and ‘otherness’ are represented in SE. Our preliminary findings support previous research but also present a paradox in which attempts of widening perspectives simultaneously re-construct and re-position nativeness and otherness. Although the empirical example is from a Swedish context, the paper’s results are of interest to a wider audience because it contributes to an understanding of how sexuality education is actively positions different ethical, social, political, and cultural values.
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| 4. |
- Junkala, Hannele, 1963-
(författare)
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Det oväntade i sexualundervisning – didaktiska perspektiv på fångade och förlorade möjligheter i biologiklassrummet
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Sex education is a complex school subject under constant change. Teachers find it difficult to keep up with societal trends that affect the subject content and to handle emotionally charged discussions. In all education, there is also risk in the form of the unexpected. In this study, posthuman theory is used to analyse how biology teachers handle unexpected situations during classroom observations of sexuality education in grade 8 in Sweden. The results show that welcoming the unexpected can broaden representations of sexuality and contribute to new content based on current societal phenomena. Furthermore, the results show how pupils’ contributions of new terms and concepts from society and media can be assembled with the content of sex education and thus give both students and teachers opportunities to stay up to date. Therefore, the unexpected needs to be given space, in teacher education as well, to enable creative teaching processes in a democratic school that prepares students for an unpredictable future.
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| 5. |
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| 6. |
- Brunosson, Albina, 1986-, et al.
(författare)
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To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
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Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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| 7. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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