| 1. |
- Österholm, Magnus, 1976-, et al.
(författare)
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Utvärdering av Matematiklyftets resultat : slutrapport
- 2016
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Rapport (populärvet., debatt m.m.)abstract
- Matematiklyftet är en fortbildning för alla lärare i Sverige som undervisar i matematik. Den genomfördes 2012-2016. Kärnan i fortbildningen var det kollegiala lärandet. Lärare arbetade tillsammans med olika moduler som var och en bestod av didaktiskt material att använda vid planering, diskuss-ioner och genomförande av matematikundervisning, samt vid kollegiala reflektioner och diskussioner. Genom modulerna belystes primärt fyra olika didaktiska perspektiv: (1) att undervisa matematik utifrån förmågorna, (2) bedömning för lärande och undervisning i matematik, dvs. formativ bedömning, (3) rutiner/interaktioner i klassrummet och (4) klassrumsnormer/sociomatematiska normer.Denna rapport presenterar en utvärdering av Matematiklyftets resultat där det undersökts i vilken utsträckning Matematiklyftet har bidragit till att utveckla en bestående undervisningskultur och en bestående fortbildningskultur. Utvärderingen syftar också till att identifiera faktorer som gynnar eller missgynnar Matematiklyftets resultat och ska även fungera både formativt och summativt. Det innebär att både slutsatser om hur Matematiklyftet har uppnått målen att utveckla undervisnings- och fortbildningskulturen och slutsatser om hur stöd till planeringar och genomförande av liknande fort-bildningssatsningar formuleras. Urvalet i utvärderingen består av 35 grund-och gymnasieskolor. På varje skola har tre lärare slumpmässigt valts ut att ingå i utvärderingen, dvs. totalt 105 lärare. I utvärderingen ingår också varje skolas rektor och representant för skolhuvudman. Skolorna har besökts vid två tillfällen för att kunna undersöka förändring i undervisnings- och fortbildningskultur. Datamaterialet består av observationer av matematiklektioner och av kollegiala samtal, intervjuer och enkäter med lärare och rektorer, samt intervjuer med representanter för skolhuvudmän. I datamaterialet ingår även insamlade dokument (t.ex. fortbildningsplaner och kopior av undervisningsmaterial) och bakgrundsinformation om de besökta skolorna (från externa databaser). Denna rapport utgör slutrapporten för utvärderingen av Matematiklyftets resultat. Nedan redovisas utvärderingens huvudsakliga resultat tillsammans med rekommendationer inför framtida fortbildningssatsningar av samma typ som Matematiklyftet.
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| 2. |
- Johansson, Helena, 1971-, et al.
(författare)
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Algebra discourse in mathematics and physics textbooks for upper secondary school
- 2021
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Ingår i: Proceedings of the 44<sup>th</sup> Conference of the International Group for the Psychology of Mathematics Education, Vol.1. - Khon Kaen, Thailand : PME. ; , s. 149-149
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Konferensbidrag (refereegranskat)abstract
- For many students, algebra is one of the most difficult areas of mathematics, and limited algebra knowledge, particularly concerning algebraic symbols, can hinder students’ successin other areas, such as physics (Pospiech, et.al., 2019). In a Swedish context, algebra and algebraic symbols are usually introduced in grades 7-9 (age 13-15), and are then taken for granted in grades 10-12, also in physics. Thus, it is important to identify similarities and differences in how algebra is taught and used in the different contexts of mathematics and physics. This pilot study, focusing on the use of algebraic symbols, is part of a larger project contributing to a more holistic view of students’ algebraic knowledge in different parts of the educational system. We take a discourse perspective, where the algebraic discourse is characterized by the word-use and visual mediators (e.g., symbols), among other things (Sfard, 2008).We analysed common Swedish textbooks for the first physics course and the first mathematics course at upper secondary level (grade 10). Content of both textbooks was categorized with respect to, for example, symbols that were used (e.g., Latin or Greek letters), number of different and similar symbols in symbolic expressions, words used to address (part of) symbolic expressions, and overall mathematical context of the symbolic expression (e.g., calculation with a fixed value or derivation of one expression from another). Preliminary results, here delimited to differences, show that on average it is a greater number of different symbols in expressions in the physics textbook compared to mathematics. Calculations with specific values are more common in physics, whereas it is more common that algebraic entities relate to each other in mathematics. In mathematics, more than half of the symbolic expressions are never referred to using words, while the same is true in physics for 18% ofthe expressions. Commonly used physics words in the mathematics textbook were time and distance, while time was not common in the physics textbook, when referring to symbolic expressions. These differences imply that students meet different algebra discourses in mathematics and physics. Thus, it can be hard for them to identify these discourses as “the same mathematics”. By being aware of these differences, teachers can facilitate students’ use of algebra, and in the long run, students’ learning in both mathematics and physics.ReferencesPospiech, G., Michelini, M., & Eylon, B-S. (Eds.). (2019). Mathematics in physics education.Springer. https://doi.org/10.1007/978-3-030-04627-9.Sfard, A. (2008). Thinking as communicating: Human development, the growth of discoursesand mathematizing. Cambridge University Press.
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| 3. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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A theoretical model of the connection between the process of reading and the process of solving mathematical tasks
- 2010
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Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 47-57
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Konferensbidrag (refereegranskat)abstract
- In this paper we suggest a theoretical model of the connection between the process of reading and the process of solving mathematical tasks. The model takes into consideration different types of previous research about the relationship between reading and solving mathematical tasks, including research about traits of mathematical tasks (a linguistic perspective), about the reading process (a psychological perspective), and about behavior and reasoning when solving tasks (a mathematics education perspective). In contrast to other models, our model is not linear but cyclic, and considers behavior such as re-reading the task.
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| 4. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Communicating mathematics or mathematical communication? : An analysis of competence frameworks
- 2012
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Ingår i: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education. ; , s. 67-74
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Konferensbidrag (refereegranskat)abstract
- In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.
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| 5. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Relating vocabulary in mathematical tasks to aspects of reading and solving
- 2012
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Ingår i: Evaluation and comparison of mathematical achievement: Dimensions and perspectives. - Linköping : Svensk Förening för MatematikDidaktisk Forskning. ; , s. 61-70, s. 61-70
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.
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| 6. |
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| 7. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Språkbrukets roll i matematikundervisningen
- 2014
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Ingår i: Nämnaren. - 0348-2723. ; 2014:1, s. 27-31
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det språk vi använder oss av i matematikklassrummet kan fokuseras på många olika sätt. Språket är också nödvändigt att förhålla sig till vid utvecklingen av sitt matematiska tänkande. Författarna diskuterar här relationer mellan språk och lärande.
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| 8. |
- Bergqvist, Ewa, Docent, 1971-, et al.
(författare)
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The role of implicit theoretical assumptions in empirical research
- 2023
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Ingår i: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. - Haifa : University of Haifa. - 9789659311224 ; , s. 107-114
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Konferensbidrag (refereegranskat)abstract
- There is much research on the role of theory in mathematics education research, at least from more overarching or theoretical perspectives. Micro analyses of the role of theory in particular research studies are rarer. We contribute by analysing one empirical study to allow for in-depth analyses and discussions around the role of theory in a specific case, concerning relationships between mathematics and reading. Our results show that studies that do not use an explicit theoretical model can still be strongly influenced by implicit theoretical assumptions. We conclude that it is important to identify existing theoretical assumptions in an empirical research study and try to convey them as clearly as possible, and we discuss specific issues concerning research on relationships between mathematics and reading.
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| 9. |
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| 10. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency
- 2015
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Ingår i: Nordisk matematikkdidaktikk. - Göteborg : NMC Nationellt centrum för matematikutbildning. - 1104-2176. ; 20:1, s. 101-128
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task.
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