| 1. |
- Österholm, Magnus, 1976-
(författare)
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Beliefs: A theoretically unnecessary construct?
- 2010
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Ingår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France. - Lyon : Institut National de Recherche Pédagogique. - 9782734211907 ; , s. 154-163
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Konferensbidrag (refereegranskat)abstract
- In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.
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| 2. |
- 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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| 3. |
- 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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| 4. |
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| 5. |
- Österholm, Magnus, 1976-
(författare)
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Characterizing mathematics education research discourse on belief
- 2011
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Ingår i: Current state of research on mathematical beliefs XVI. - Tallinn, Estonia : Institute of Mathematics and Natural Sciences, Tallinn University. ; , s. 200-217
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Konferensbidrag (refereegranskat)abstract
- The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.
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| 6. |
- Österholm, Magnus, 1976-
(författare)
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Kan vi separera läsning från matematikämnet?
- 2009
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Ingår i: Dyslexi. - Stockholm : Svenska Dyslexiföreningen. - 1401-2480. ; 14:3, s. 18-21
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- För uppgifter som man använder i undervisning eller prov i matematik så vill man i första hand utveckla eller testa kunskaper i matematik och inte elevernas läsförmåga. Om undervisning i matematik bygger mycket på läsning så verkar det finnas större risk att elever som har svårigheter med läsning också kommer få svårigheter med matematikämnet. En tanke kan därför vara att man vill separera läsning från matematikämnet, för att på så sätt undvika dessa potentiella problem. Mitt syfte med denna artikel är att analysera vissa aspekter av relationer mellan läsning och matematik, för att på detta sätt se om och hur en sådan separering kan göras.
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| 7. |
- Österholm, Magnus, 1976-
(författare)
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Relationships between epistemological beliefs and properties of discourse : Some empirical explorations
- 2010
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Ingår i: Mathematics and mathematics education. - Linköping : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 241-250
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Konferensbidrag (refereegranskat)abstract
- In this paper I investigate what types of epistemologies are conveyed through properties of mathematical discourse in two lectures. A main purpose is to develop and explore methods for a type of analysis for this investigation. The analysis focuses on the types of statements and types of arguments used in explicit argumentations in the lectures. This type of analysis proves to be useful when characterizing epistemological aspects of lectures. However, some limitations are also noted, in particular that it was common to use more implicit types of argumentations in the lectures, which was not included as data in the present analysis.
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| 8. |
- Österholm, Magnus, 1976-
(författare)
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Students' summaries of mathematical lectures : Comparing the discourse of students with the discourse of lectures
- 2012
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Ingår i: Mathematics Education: Expanding Horizons. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia. - Singapore : MERGA. ; , s. 578-585
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Konferensbidrag (refereegranskat)abstract
- This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of active verbs and little use of nominalisations. Students' summaries of process-oriented lectures also tend to be more process-oriented, but the differences between individual students are larger than differences caused by variations of the discourse in the lectures.
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| 9. |
- Österholm, Magnus, 1976-
(författare)
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The ontology of beliefs from a cognitive perspective
- 2010
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Ingår i: Proceedings of the conference MAVI-15. - Genoa : Department of Mathematics, University of Genoa. ; , s. 35-46
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Konferensbidrag (refereegranskat)abstract
- In order to refine existing theories of beliefs, attention is given to the ontology of beliefs, in particular how a belief can be seen as a mental object or a mental process. The analysis focuses on some central aspects of beliefs; unconsciousness, contextualization, and creation and change of beliefs, but also relates to research methodology. Through the analysis, the creation of belief is highlighted as a central aspect for more in-depth theories of beliefs. The outline of a theoretical framework is described – a framework that has the benefit of creating a coherent integration of all different aspects discussed, and which can also be used as a framework when designing and analyzing methods for empirical research.
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| 10. |
- Österholm, Magnus, 1976-
(författare)
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The role of theory when studying epistemological characterizations of mathematics lecture(r)s
- 2012
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Ingår i: The Mathematics Enthusiast. - : Information Age Publishing. - 1551-3440. ; 9:3, s. 431-464
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper is a contribution to the scientific discussion about the role and use of theory in mathematics education research. In particular, focus is here on the use of and comparison between different types of theories and frameworks, which is discussed primarily through the example of an empirical study examining what types of messages about mathematics are conveyed in lectures. The main purpose of this paper is to examine how different types of theories and frameworks can affect different parts of the research process.
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