| 1. |
- Kehoe, Laura, et al.
(författare)
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Make EU trade with Brazil sustainable
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 364:6438, s. 341-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Johansson, Helena, 1971-, et al.
(författare)
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A multimodal perspective on number sense in digital learning resources
- 2022
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Ingår i: Proceedings of the 45th conference of the International Group for the Psychology of Mathematics Education. - Alicante, Spain : PME. - 9788413021782 ; , s. 241-
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Konferensbidrag (refereegranskat)abstract
- There is an increasing use of digital learning resources in mathematics education,which provides potential for multimodal approaches and new ways for students to meet and learn mathematics, but the outcome depends on the design and the implementation of the digital resources (Hoyles, 2018). This on-going study contributes by examining affordances of combinations of different modes in relation to number sense. We use Halliday’s social semiotic theory (Halliday & Matthiessen, 2013) and McIntosh et al.(1992) number sense framework for analysing a specific app, Vektor. We analysed the two exercises in the app that relate to aspects of number sense, Number pals and Number line. Each round in respective exercise was analysed with respect to Halliday’s three metafunctions: ideational, interpersonal, and textual. For the ideational function, McIntosh et al.’s framework was used to characterise the mathematical content. As an example, figure 1 illustrates the second and third rounds in Numberpals. In these rounds, both coloured rectangles and numerals are used to present the mathematics, and the main aspect of number sense in focus is identified as Multiple representations for numbers, for example, two red + three green = one red + four green, and 2+3=1+4. In the first round there were no numerals in the bars, only rectangles, and in the later rounds there were only numerals in the bars.Preliminary results, concerning the ideational metafunction, show that the mathematical object in focus may be perceived in different ways; either as just rectangles that should be combined (in a visual/geometrical sense), or as numbers of rectangles, or as numbers (and relations between numerals). This can impact students’ development of number sense. Further analyses will include all metafunctions and a focus on progression in the exercises.
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| 4. |
- 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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| 5. |
- Johansson, Helena, 1971-, et al.
(författare)
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Algebra discourses in mathematics and physics textbooks : comparing the use of algebraic symbols
- 2023
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211.
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Tidskriftsartikel (refereegranskat)abstract
- It is agreed that algebra has an important role in physics, particularly through handling symbols. A lot of previous research has focused on how mathematics is used in physics from perspectives where mathematics is taken for granted, and not addressing potential differences of mathematics in the physics classroom and in the mathematics classroom. Studies addressing differences between both subjects have been based on researchers’ own experiences of mathematics in both subjects. Thus, more focused empirical research is needed. The purpose of this study is to clarify similarities and differences between mathematics and physics concerning the use of algebraic symbols. Analyses were based on comparisons between upper secondary textbooks in mathematics and in physics from a discourse perspective. Statistical methods were used to decide if there were any significant differences between the subjects. Results showed an overlap in the algebra discourse in both subjects, but also several differences concerning core aspects of algebra. For example, a higher number of different algebraic symbols in equations in physics than in mathematics, and algebraic symbols are more seldom referred to by words in mathematics than in physics. This can make it difficult for students to identify similarities in the algebraic discourses in both subjects.
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| 6. |
- Johansson, Helena, 1971-, et al.
(författare)
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Clash of cultures? : Exploring students' perceptions of differences between secondary and tertiary mathematics education
- 2024
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211. ; 55:7, s. 1567-1596
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Tidskriftsartikel (refereegranskat)abstract
- Research has identified several aspects that influence students' transition to mathematics studies at university, but these aspects have often been studied separately. Our study contributes to the field's understanding of the transition between upper secondary and university mathematics by taking a multifaceted perspective not previously explored. We analyse experiences and attainment in mathematics of 154 engineering students with respect to known aspects of this transition, and our results show that it is important to consider several aspects together in order to understand the full complexity of the transition. It is revealed that students with previous experiences of university studies, when compared with new first year undergraduates, perceive a larger difference between studying mathematics at the upper secondary level and university. Our results also show that the engineering students enrolled in distance programmes experience larger differences between secondary and tertiary levels than engineering students enrolled in campus programmes. Furthermore, our analyses show that students' success in mathematics is related to their perceptions of the rift experienced in the transition. In all, our results highlight the importance of taking a student perspective in the development of explanatory and useful models of students' transition between upper secondary and university mathematics.
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| 7. |
- Johansson, Helena, 1971-
(författare)
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Dependence between creative and non-creative mathematical reasoning in national physics tests
- 2017
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 22:2, s. 93-119
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Tidskriftsartikel (refereegranskat)abstract
- It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. Since mathematics is an integral part of physics, it is assumed that mathematical reasoning also influences students’ success in physics. This paper aims to study how students’ ability to reason mathematically affects their success on different kinds of physics tasks. A descriptive statistical approach is adopted, which compares the ratio between conditional and unconditional probability to solve physics tasks requiring different kinds of mathematical reasoning. Tasks from eight Swedish national physics tests for upper secondary school, serve as a basis for the analysis. The result shows that if students succeed on tasks requiring creative mathematical reasoning, the probability to solve the other tasks on the same test increases. This increase is higher than if the students succeed on tasks not requiring creative mathematical reasoning. This result suggests that if students can reason mathematically creatively, they have the ability to use their knowledge in other novel situations and thus become more successful on tests.
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| 8. |
- Johansson, Helena, 1971-, et al.
(författare)
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Engineering students’ approach to studying mathematics and its influence on their achievement
- 2021
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Konferensbidrag (refereegranskat)abstract
- Previous research has addressed undergraduate students’ approaches to studying mathematics from various perspective, with differing results regarding influences on achievements. This study contributes to the fields understanding by examine if and how engineering students’ various approaches to studying mathematics, particularly a differential calculus course, affect their success on the course exam. Three questionnaires were distributed to the students and a logistic regression model showed that the habit to study regularly had a positive effect on exam results, whereas the strategy to imitate previous examples had a negative effect.
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| 9. |
- Johansson, Helena, 1971-, et al.
(författare)
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From process to object in teachers' introductory algebra discourse
- 2022
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Informa UK Limited. - 0020-739X .- 1464-5211.
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Tidskriftsartikel (refereegranskat)abstract
- Generalization is one of the core aspects of algebraic thinking, and research literature points to the importance of objectification when generalizing mathematical discourses. To increase the field's understanding of the objectification process in various algebra discourses, our study analyses Grade 6 teachers' use of words, symbols, routines and narratives when they introduce various algebraic concepts. Our results show that there exist instances of objectification in the teachers' discourses, but these are all implicit, which can make them difficult for students to notice. Thus, teachers need to be made more aware of the importance of making the objectification process explicit. Furthermore, our results show that instances of objectification are tightly connected to the use of formal algebraic symbols. This highlights the importance of the transition from concrete/iconic to formal/arbitrary representations.
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| 10. |
- Johansson, Helena, 1971-, et al.
(författare)
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Fysikbegreppets flyktighet : En konsekvens av kursplaneförändringar?
- 2019
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Ingår i: Från forskning till fysikundervisning. - Linköping, Sverige : Linköping University Electronic Press. - 9789179299804 ; , s. 33-46
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Konferensbidrag (refereegranskat)abstract
- TIMSS Advanced är en internationell studie om gymnasieelevers kunskaperi avancerad matematik och fysik. Studien har genomförts tregånger, 1995, 2008 och 2015, och Sverige har deltagit alla tre gångerna.Resultaten från senaste studien visade att svenska gymnasieeleverpresterade bättre i matematik men sämre i fysik jämfört med resultatenfrån 2008. Normalt brukar prestationerna i matematik och fysikföljas åt och det är därför intressant att undersöka tänkbara orsakertill de försämrade fysikresultaten. Resultatet visar för det första på försämraderesultat på uppgifter som tidigarelagts i undervisningen närde nya ämnesplanerna i fysik infördes 2011 och för det andra på försämraderesultat på uppgifter som mäter begreppsbildning i fysik.Detta kan tyda på att eleverna hade glömt områden som behandlades iundervisningen året innan provet gick, men kan också tyda på att elevernaskunskaper var alltför ytliga. Slutsatsen blir att man tydligarebör studera vad som händer när kurser och kursinnehåll förändras.
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