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- Olteanu, Constanta, 1960-
(författare)
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Utvärdering– learning/lesson study
- 2012
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Ingår i: Matematikbiennalen, 2012. ; , s. 413b-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Linnéuniversitetet genomförde på uppdrag av Skolverket en fördjupad utvärdering av ett urval projekt inommatematiksatsningen 2009-2010. Det övergripande syftet är att utvärdera genomförda utvecklingsinsatserseffekter med avseende på kvaliteten i matematikundervisningen. Utvärderingen har en huvudsaklig kvalitativinriktning, och bygger på fördjupade samtal (gruppintervjuer, individuella intervjuer), projektdokumentationoch lärares fördjupade dokumentation. Viss kvantitativ information kommer också att samlas in för att belysakommunernas/skolornas förutsättningar.
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- Olteanu, Constanta, 1960-
(författare)
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Att ändra den negativa trenden!
- 2010
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Ingår i: Matematikbiennalen, 2010. - Stockholm.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Olteanu, Constanta, 1960-, et al.
(författare)
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Changing teaching practice and students’ learning of mathematics
- 2010
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Ingår i: Education Inquiry. - 2000-4508. ; 1:4, s. 381-397
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Tidskriftsartikel (refereegranskat)abstract
- This article forms part of a larger study aimed at supporting teachers in understanding their practiceand improving it. Students’ tests, an examination of students’ mathematical work, teachers’ lessons plans and reports of the lessons’ instructions are the base data for this article. The analysis indicated that the teachers were unable to describe the critical aspects in students’ learning at the beginning of the project. By giving teachers the training that allows them to become theorising teachers, they also obtain the possibility, as professional decision-makers, to develop the ability to identify the critical aspects of students’ learning and consider how opportunities for learning can be enhanced. The findings suggest that developing an understanding of students’ critical aspects can be a productive basis for helping teachers to make fundamental changes in their instructions and to improve mathematical communication in the classroom.
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- Berggren, Elin, 1979-, et al.
(författare)
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Praxeologies-in-action during struggle with problem-solving
- 2023
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Ingår i: <em>Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)</em>. - : ERME. - 9789637031045 ; , s. 2267-2274
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Konferensbidrag (refereegranskat)abstract
- Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.
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- Bergström, Tove, et al.
(författare)
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The importance of flow for secondary school students’ experiences in geometry
- 2023
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 54:6, s. 1067-1091
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Tidskriftsartikel (refereegranskat)abstract
- This article is intended to contribute to greater knowledge regarding the importance of flow and the time used to perform an activity, with a focus on students’ mathematical experiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow and variation theory was used in the analysis of lesson observations, submission tasks, audio recordings, logbooks, tests and nationwide tests. The results indicate that the selected mathematics problem is characterized by seven components, which serve as the basis for identifying intended critical aspects; a variation is evident in the balance between skills and challenges that is characterized by the critical aspects that the students discern; a variation is evident in the experience of flow that is dependent upon the students’ approach to their work on various activities; the students’ mathematical experiences are based, both short- and long-term, on discerned critical aspects and on the time spent on the activity that generates flow. Theoretical contributions as well as implications for teaching are presented at the end of the article.
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