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| 2. |
- Andersson, Catarina, et al.
(författare)
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Changes in the use of and reflections on formative assessment : from student teacher to beginning mathematics teacher : a case study
- 2021
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Ingår i: Assessment Matters. - Auckland, New Zealand : NZCER Press, New Zealand Council for Educational Research. - 1176-7839 .- 2230-617X. ; 15, s. 4-30
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Tidskriftsartikel (refereegranskat)abstract
- In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from video-recorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen's reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.
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- Erixon, Eva-Lena
(författare)
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Convergences and influences of discourses in an online professional development course for mathematics teachers
- 2017
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Despite the ever-increasing number of online professional development (OPD) courses, few studies have examined online education for mathematics teachers. This article reports on a case study of discourses in an OPD course for mathematics teachers concerning the convergence and influence of discourses in course seminar discussions and in mathematics teaching in school when course participants are given the task of translating their insights into actual teaching, with a focus on the participants’ discussions of their own and one another’s video-recorded lessons. The analysis shows that there is a convergence of discourses in the seminars and in the school context related to a focus on concepts and everyday life connections. However, the study also suggests that there is a risk of students remaining outside in an ”everyday discourse”, in which knowledge of mathematics might be useful, but mathematics is discussed in imprecise and simplified terms.
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| 5. |
- Erixon, Eva-Lena, 1968-
(författare)
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Matematiklärares kompetensutveckling online : policy, diskurs och meningsskapande
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Different forms of professional development online are becoming increasingly common for teachers and the aim of the thesis is to contribute knowledge about online professional development for mathematics teachers and the relationship between professional development, educational policy, and mathematics teaching practice. In the thesis, professional development refers to organized professional development in terms of university courses.The thesis consists of four studies, each of which has been presented in the form of an article. The four studies together explore transnational and national policy discourses, meaning-making activities that can be distinguished in online professional development, discourses pertaining to mathematics teaching in the classroom and in the subsequent seminar discussions in the course, and teachers’ experience of professional development online. The different arenas have been explored using the concept of discourse with reference to Fairclough, Gee, and Sfard. The term ”discourse” refers primarily to communication and language in use.The result of the studies indicates that the participants have not been offered enough opportunities to reflect on how or whether the use of several concepts and everyday life connections really deepened the students’ understanding of the mathematical content. Moreover, the analysis of the interviews with the participants shows that it was difficult for them to deepen their reflections in the synchronous communication online. There is a lack of reciprocal participation and reflection in the conversation and it is hard for the participants to get an idea of how the others respond to their messages. When a participant has completed his or her message the next speaker continues with a new message and as a result, the communication often takes a new direction instead of allowing in-depth reflection.
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| 6. |
- Erixon, Eva-Lena, 1968-, et al.
(författare)
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In-service training programmes for mathematics teachers nested in transnational policy discourses
- 2016
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 39:1, s. 94-109
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Tidskriftsartikel (refereegranskat)abstract
- Results in mathematics on international knowledge surveys like Programme forInternational Student Assessment and Trends in International Mathematics andScience Study have become one of the most important factors for the perceivedsuccess or failure of schools and even entire education systems in the policyarena. In this article, we explore the complex recontextualising processes thatoccur when translating educational policy into actual programmes for teachers’education. First, the transnational education policy discourse(s) of teachers’in-service training with a focus on mathematics will be explored. Second, weexamine how this transnational discourse is recontextualised in a national policydiscourse resulting in a national reform programme for in-service training ofmathematics teachers in Sweden. In a third step, concrete teacher trainingcourses in mathematics are examined. The result shows a convergence betweenthe official policy discourse and the pedagogic recontextualising field in terms ofa broad teaching repertoire and peer discussions about reflections on certaincommon objects of learning.
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| 7. |
- Erixon, Eva-Lena, 1968-
(författare)
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Learning activities and discourses in mathematics teachers’ synchronous oral communication online
- 2016
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Ingår i: Research in Mathematics Education. - : Taylor & Francis. - 1479-4802 .- 1754-0178. ; 18:3, s. 267-282
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Tidskriftsartikel (refereegranskat)abstract
- There is increasing interest in the provision of online professional development (OPD) for teachers. This case study contributes to the field of research on professional development in the context of activities and discourses relating to mathematics teachers’ synchronous oral communication online. The purpose of this article is to explore the activities on offer in this communication and to identify the discourses that mathematics teachers may create in their meaning-making activities. An analysis of an online community in the form of a professional development course for mathematics teachers has, therefore, been conducted. The analysis shows that there is a lack of reciprocal participation and a shortcoming in creating a reflective learning environment, which can probably be partly explained by the specific mode of digital conversation. The discourses created by the mathematics teachers in their meaning-making activities focused mainly on sharing experiences about the teaching of mathematics.
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| 10. |
- Svenson, Ola, et al.
(författare)
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Om myndighets- och industriperspektiv på rapportervärda omständigheter, "kategori 2 händelser" - RO-rapporter.
- 2006
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet för detta arbete är att ge en bild av hur man inom SKI och inom kärnkraftsindustrin ser på händelserapportering till SKI enligt "kategori 2", så kallad RO-rapportering. Tanken är inte att i första hand reflektera officiella skrivna dokument, som behandlar och reglerar RO-rapporteringen. I stället är målet att återspegla något av den mångfald av omdömen om rappporteringen som finns inom de olika organisationerna. Därför redovosas resultaten i form av olika bedömningar av RO-rapporteringen i stället för en integrerad sammanfattning. Genom att låta dessa olika bedömningar bli grunden för en analys av RO-rapporteringen inom SKI och industrin (där två kärnkraftverk bidragit med information), kan olika argument för och emot förändring av rutinerna. genomgående för befattningshavarna inom de olika organisationerna är att de anser RO-rapporteringen vara ett bra instrument för att säkerställa en hög grad av säkerhet.En rad synpunkter som varierar mellan verk och SKI, framförallt också är kopplat till dessa framförs en rad förslag om förbättringar som en enhetligare rapportering, att blanketterna för rapportering inte ändras i onödan, att datorsystem utvecklas med efter behov, att rapporteringen fokuseras på verkligt viktiga händelser. För en utförligare beskrivning av de olika synpunkterna hänvisas läsaren till resultatredovisningen.
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