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| 2. |
- Ryve, Andreas, et al.
(författare)
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Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik : Delrapport från skolforsk-projektet
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The current project focuses on mathematics education, and is partitioned into three subprojects mapping research on formative assessment, classroom teaching, and curriculum programs in mathematics. The rationale for focusing on these three areas is that they are all highly relevant for understanding and improving Swedish mathematics education and students’ knowing of mathematics. Therefore, the aim of the project is to map research on formative assessment, classroom teaching, and curriculum programs in mathematics education.The methodology of the literature review has been inspired by Gough, Oliver, and Thomas (2013), and we have focused on the mapping on journal articles published on Web of Science (WoS).The results from the sample of articles on formative assessment show that strategies of formative assessment in mathematics are positively correlated to students’ performance in mathematics with medium and large effect sizes. However, based on the current mapping it is difficult to specify aspects of how the formative strategies are to be implemented in order to promote students’ knowing of mathematics.Despite the change in perspective of what constitutes knowledge in mathematics to also include reasoning, problem-solving and communication, the map shows that research is mainly focused on examining teaching methods and their effects on students’ skills in mathematics. A closer examination of the studies that do focus on teaching for supporting students in developing competencies like reasoning and problem-solving shows that connections between and comparison of students’ solutions, as well as teachers’ ways of asking questions to support students in explaining their solutions clearly and in detail, are important for students’ learning of these competencies.A central finding stemming from this review of curriculum programs is the complexity involved in how the programs can support teachers in establishing classroom practices. Curriculum resources and teacher resources, as well as other influencing factors, impact the quality of instruction, and studies have begun to point out how curriculum resources and teacher resources uniquely and jointly impact classroom practices. Multiple research articles have expressed the need for teacher support in implementing curriculum programs, by means of professional development, teacher education and support provided by the curriculum programs themselves. Interesting in this regard is the state of the research field concerning the design of educative curriculum programs, and how teachers make use of such support. Studies have proposed design approaches, regarding both the actual development of educative curriculum programs as well as how to use them in teacher education to support prospective teachers’ development of knowledge. Further, although research has revealed that it is important to prepare for teaching in certain ways, we found very little research that explicitly analyzed how teachers actually prepare for teaching a mathematics lesson.Limitations of the project include: (1) the lack of searching in potentially relevant databases, (2) the fact that a relatively small proportion of articles found in the search have been coded, (3) that we have not engaged in deep considerations as to whether and in what ways results from international research are relevant in the Swedish context, and (4) that we therefore have not been able to synthesize the results of the study. In relation to the Swedish context (Hemmi & Ryve, 2014; Boesen et al., 2014), international research (Hattie, 2009; Smith & Stein, 2011), and the current project’s findings, we recommend that Skolforskningsinstitutet focus on two aspects of great importance for developing students’ knowing of mathematics. First, Skolforskningsinstitutet should synthesize research that supports actors, such as teachers and principals, in acting within school practices. In the case of teachers, support is needed to engage them in actively anticipating students’ thinking, using curriculum programs effectively, introducing mathematical content, acting in group work, formatively assessing students’ learning, and orchestrating whole-class mathematical discussions. Secondly, actors within school practices need support not only in initiating and implementing developments but also in institutionalizing such developments. Skolforskningsinstitutet should specify the kind of support needed in order to ensure that material, routines, competences, and organizations become integral and permanent features of Swedish school practice.
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| 3. |
- Barratt-Due, Andreas, et al.
(författare)
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Dual inhibition of complement and Toll-like receptors as a novel approach to treat inflammatory diseases-C3 or C5 emerge together with CD14 as promising targets.
- 2017
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Ingår i: Journal of Leukocyte Biology. - 0741-5400 .- 1938-3673. ; 101:1, s. 193-204
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Tidskriftsartikel (refereegranskat)abstract
- The host is protected by pattern recognition systems, including complement and TLRs, which are closely cross-talking. If improperly activated, these systems might induce tissue damage and disease. Inhibition of single downstream proinflammatory cytokines, such as TNF, IL-1β, and IL-6, have failed in clinical sepsis trials, which might not be unexpected, given the substantial amounts of mediators involved in the pathogenesis of this condition. Instead, we have put forward a hypothesis of inhibition at the recognition phase by "dual blockade" of bottleneck molecules of complement and TLRs. By acting upstream and broadly, the dual blockade could be beneficial in conditions with improper or uncontrolled innate immune activation threatening the host. Key bottleneck molecules in these systems that could be targets for inhibition are the central complement molecules C3 and C5 and the important CD14 molecule, which is a coreceptor for several TLRs, including TLR4 and TLR2. This review summarizes current knowledge of inhibition of complement and TLRs alone and in combination, in both sterile and nonsterile inflammatory processes, where activation of these systems is of crucial importance for tissue damage and disease. Thus, dual blockade might provide a general, broad-acting therapeutic regimen against a number of diseases where innate immunity is improperly activated.
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| 4. |
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| 5. |
- Blomberg, Per
(författare)
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Informell Statistisk Inferens i modelleringssituationer : En studie om utveckling av ett ramverk för att analysera hur elever uttrycker inferenser
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med denna studie är att bidra med ökad kunskap om lärande och undervisning i informell statistisk inferens. I studien användes en kvalitativ forskningsstrategi inriktad mot prövning och generering av teorier med inspiration av grounded theory. Studiens kunskapsfokus är riktad mot karakterisering av statistiska processer och begrepp där system av begreppsramverk om informell statistisk inferens och modellering utgör en central del av forskningen. För att erhålla adekvat empiri utformades en undervisningssituation där elever engagerades med att planera och genomföra en undersökning. Studien genomfördes i en normal klassrumssituation där undervisningen inriktades mot ett område inom sannolikhet och statistisk där bland annat lådagram och normalfördelning med tillhörande begrepp introduceras. Det empiriska materialet samlades in genom videoinspelning och skriftliga redovisningar. Materialet analyserades genom ett sammansatt ramverk om informell statistisk inferens och modellering. Resultatet av analysen visar exempel på hur elever kan förväntas uttrycka aspekter av informella statistisk inferens då de genomför statistiska undersökningar. Vidare utvecklades ett ramverk som teoretiskt beskriver informell statistisk inferens i modelleringssituationer. Studien pekar på att ISI-modellering har potential att användas för att analysera hur informell statistisk inferens kan komma till uttryck och att identifiera potentiella inlärningsmöjligheter för studenter att utveckla sin förmåga att uttrycka informella statistisk slutledning och att identifiera potentiella inlärningsmöjligheter för elever att utveckla sin förmåga att uttrycka informella inferenser.
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| 6. |
- Ducournau, G., et al.
(författare)
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200 GHz communication system using unipolar InAs THz rectifiers
- 2013
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Ingår i: International Conference on Infrared, Millimeter, and Terahertz Waves, IRMMW-THz. - 2162-2027 .- 2162-2035. - 9781467347174
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Konferensbidrag (refereegranskat)abstract
- We report on the first use of a THz detector based on InAs rectifying nanochannels in a communication system. The transmitter is composed of an electronic multiplication chain, externally amplitude modulated at the input signal. The system has been driven at 200 GHz and up to 500 Mbps data signals have been transmitted in an indoor configuration. In contrast to most nanodevices, the InAs detector has a low impedance (580 ω) and is therefore easily loaded by 50 ω electronics. The data rate limitation is mainly coming from parasitics coupled in the board. © 2013 IEEE.
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| 7. |
- Ebbelind, Andreas, et al.
(författare)
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Learning fractions : transformations between representations from a social semiotic perspective of multimodality
- 2012
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Ingår i: Proceedings of Norma 11. - Reykjavík : University of Iceland Press. - 9789979549659 ; , s. 217-226
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Konferensbidrag (refereegranskat)abstract
- This study presents a tentative framework for studying the learning of fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of activities which were developed to challenge them to reflect on different ways of representing aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality.The analysis discloses how the framework helps in structuring our understanding of the interplay between representations in the learning of fractions. Specifically, we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks.
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| 8. |
- Eckert, Andreas, 1984-, et al.
(författare)
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Contextualizing Sampling : Teaching Challenges and Possibilities
- 2013
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Ingår i: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. - : Middle East Technical University. - 9789754293159 ; , s. 766-776
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Konferensbidrag (refereegranskat)abstract
- The aim of the present paper is to shed light on mathematical knowledge for teaching probability. In particular we investigate critical instances when a teacher tries to keep track on the idea of sampling and random variation by allocating the discussion to an everyday context. The analysis is based on a certain episode of a longer teaching experiment. The analytical construct of contextualization was used as a means to provide structure to the qualitative analysis performed. Our analysis provides insight into the nature and role of teachers’ knowledge of content and teaching. In particular, the study suggests the idea of a meta-contextual knowledge that teachers need to develop in order to keep track of the intended object of learning when allocating their teaching to an everyday context.
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| 9. |
- Eckert, Andreas, 1984-
(författare)
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Contributing to develop contributions : a metaphor for teaching in the reform mathematics classroom
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. The focus is to highlight the teacher as an active contributor to the classroom mathematical discourse, having an important role in shaping the mathematics. At the same time, the teacher is acknowledged as an individual who learns and develops as a lesson and semester progress.Three research papers illustrate the state, at that time, of an inductive analysis of three teachers, teaching a series of lessons based on probability theory at two Swedish primary schools. The teachers worked together with the students to explore an unknown sample space, made up out of an opaque bottle with coloured marbles within that showed one marble at each turn of the bottle. They had to construct mathematical tools together to help them solve the mystery. The analysis focused on teacher–student interactions during this exploration, revealing complex connections in the process of teaching.The three papers presented the development of a theoretical framework named Contributing to Develop Contributions (CDC). The frameworks’ fundamental idea is that teachers learn as they teach, using the teaching metaphor learning to develop learning. That metaphor was developed, in light of the ongoing empirical analysis, into CDC by drawing on a theoretical idea that learning can be viewed as contributing to the collaborative meaning making in the classroom. Teaching and teacher learning are described and understood as reflexive processes in relation to in-the-moment teacher-student interaction.Contributing to develop contributions consists of three different ways of contributing. The analytical categories illustrate how students’ opportunities to contribute to the negotiation of mathematical meaning are closely linked to teachers’ different ways of contributing. The different ways are Contributing one’s own interpretations of mathematical objects, Contributing with others’ interpretations of mathematical objects, and Contributing by eliciting contributions. Each way of contributing was found to have the attributes Transparency, Role-taking and Authority. Together, these six categories show teacher– student interaction as a complex dynamical system where they draw on each other and together negotiate meaning of mathematical objects in the classroom.This thesis reveals how the teaching process can be viewed in terms of learning on different levels. Learning as thought of in terms of contributing to the negotiation of meaning in the moment-to-moment interaction in the classroom. By contributing you influence the collective’s understanding as well as your own. A teacher exercises and develops ways of contributing to the negotiation of meaning of mathematical objects, in order to develop students’ contributions. In a wider perspective, the analysis showed development over time in terms of transformation. The teachers were found to have transformed their understanding of classroom situations in light of the present interactions. Contributing to the negotiation of meaning in the classroom was understood as a process in such transformation, in the ever ongoing becoming of a mathematics teacher.
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| 10. |
- Eckert, Andreas, 1984-, et al.
(författare)
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Designing for digitally enriched Math Talks : The case of pattern generalization
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrech, Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME. - 9789073346758 ; , s. 4210-4217
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Konferensbidrag (refereegranskat)abstract
- Mathematics education is still behind in the implementation of digital technology. Digital technology can support classroom talk, but this potential needs to be further explored. This study reports on a project that develops and explores task design principles, through a series of interventions, that are intended to utilize digital technology to enrich mathematics lessons. The results consist of three design principles together with their theoretical and empirical arguments from analysis of a lesson series about pattern generalization. The three principles exploit opportunities provided by technology to make reasoning available for examination to all students, and to focus students’ attention between different aspects of mathematical reasoning.
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