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Sökning: WFRF:(Nyman Rimma 1983 )

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1.
  • Bråting, Kajsa, Docent, 1975-, et al. (författare)
  • Exemplifying different methodological approaches of analysing textbooks in mathematics
  • 2022
  • Ingår i: The relation between mathematics education research and teachers' professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274. - 9789198402452 ; 16, s. 125-129, s. 125-129
  • Konferensbidrag (refereegranskat)abstract
    • In this symposium, we will discuss different ways of analysing mathematics textbooks from a methodological point of view. The discussion will be based on examples from five separate ongoing analyses of Swedish textbooks divided into two methodological approaches; one where analysis is conducted within an established theoretical framework, and one where analytical tools are constructed through combining aspects of different theories. The symposium will be held at the conference MADIF-13.
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2.
  • Börjesson, Mattias, 1978, et al. (författare)
  • Degree projects in Swedish primary teacher education - a content analysis of didactics and topics
  • 2023
  • Ingår i: Acta Didactica Norden (ADNO). - : University of Oslo Library. - 2535-8219. ; 17:1, s. 1-19
  • Tidskriftsartikel (refereegranskat)abstract
    • Writing a degree project has been a major part of Swedish primary teacher education since the 2000s. Previous research about degree projects has mostly highlighted the writing processes, such as student teachers’ and supervisors’ experiences, or the academic rigour of projects, but there has been less research about the content. There is a lack of knowledge regarding which topics and aspects of the teaching profession student teachers choose to investigate in degree projects. Therefore, the aim of this study is to provide knowledge about the content of degree projects in primary teacher education at two universities, with a focus on didactical aspects and topics of the projects. The empirical material consists of 264 degree projects produced during the 2010s in primary teacher education at two universities in Sweden. Regarding didactics, most of the degree projects were about problems related to the teaching of a specific school subject in the classroom. That implies a subject-didactical framing of degree projects in teacher education with a focus on subject matter and teaching methods. Regarding topics, more than half of the degree projects were about learning, instruction and organisation of teaching. This finding is consistent with previous research which suggests that primary teacher education to some extent maintains a vocational tradition.
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3.
  • Börjesson, Mattias, 1978, et al. (författare)
  • Preparing for professional work – mapping degree projects in primary teacher education : Primary teacher education; degree projects; teacher profession; general didactics, subject didactics.
  • 2020
  • Ingår i: ECER 2020, Glasgow, United Kingdom..
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Preparing for professional work – mapping degree projects in primary teacher education Outline Most teacher education programs in Sweden end with a degree project. The degree project has two main aims, an academic and a professional (Råde, 2014, 2016,). In this study degree projects are understood as reflections of student teachers’ interests and views on teaching. Therefore, it is interesting to investigate the content orientations of degree projects in relation to future teachers’ understanding of teacher work. The empirical data consists of 182 degree projects collected at the primary teacher education program at University of Gothenburg. Introduction Higher education has been fundamentally transformed from an elite education to mass education in the developed countries since the 1960s. Today, more than half of the population can be expected to complete at least some years of tertiary education (OECD, 2018). A major examination of students’ knowledge and skills in higher education has been a degree project (thesis). In Swedish teacher education, completing a degree project has been a requirement since the 1990s and there is a body of research investigating projects (e.g Gustafsson & Hallström, 2005; Maaren, 2010). This requirement raises the question: If such a project is considered important, what do students investigate and how does this reflect on their views regarding teacher work? Aim and question How student teachers reflect over their professional work is expressed through the choice of topic the degree projects. The aim of this study is to map the degree projects in primary teacher education. To meet this aim, the following question is posed: - What choice of methods and didactical orientations are displayed in the projects? Previous research and theory There is a body of research about degree projects with focus on student teachers’ experiences, supervision or scientific quality of the texts (Råde 2014, 2018; O’Rielly, 2016). However, there are fewer studies with specific focus on the content of degree projects in teacher education in Sweden; which is one reason why this paper is relevant. The analysis in this study is inductive, therefore the mentioned theories below are of relevance mostly as a starting point for discussion of results and further research. Furuhagen, Holmén & Säntti (2019) present five main orientations in Swedish teacher education during the Post-war era: vocational; academic (school subjects); educational sciences; progressivist (society); and personal development. These orientations are builds on Zeichner’s (1983) theory of paradigm of beliefs in teacher education. Orientation is a term frequently used in previous research on teacher education, for instance in connection to the concept of general didactics (Hansén, Eklund & Sjöberg, 2015). In their study the term is operationalized in relation to degree projects in another Nordic country – Finland, they have identified four conceptions in general didactics: individual; social; societal; research orientated. Another orientation of educational science is subject-matter didactics, which is a central knowledge base for teachers (Kansanen, 2009; Hultén et al 2012). Kansanen (2009) highlights that inside every subject‐matter didactics discourse has a general aspect combined with features specific for a subject. We find the concept of orientation useful, not only of teacher education as a whole, but also relation to degree project, and will return to it in the discussion. Method In this study, 182 degree projects from two terms at the primary teacher education program are investigated. The degree projects are public documents collected 2018–2019 but for ethical reasons, the names of the participants are anonymous and. The degree projects were assembled from the University data base. The projects were mapped following four topics: method; didactical orientation; number of informants and analysis. By first analyzing the degree projects individually, coding each project independently. With professional work in focus, we considered main components of each projects, such as topic of the project, research question(s), method used and theoretical framing. We eliminated projects which did not fulfil the course criteria (n=12). The remaining 170 degree project were analyzed thematically, identifying central themes deriving from topics, method and theoretical stance. Each project consisted of a 15-40 pages, designed in line with criteria for academic text. After reading the title and the abstract of each project. A coding scheme was developed and used to code and analyze the projects. Using this coding scheme, we looked into each project’s research question, the method and the results. In several cases, we read the whole project: theoretical section; discussion; and conclusion. We validated each other’s coding and reanalyzed categories. In cases of uncertainty about the classification of the topic, we studied the degree project on micro-level, thoroughly reading the discussion chapter and the didactical implications in detail. Stage one of the analysis was to map the data regarding empirical material and didactical topics. The classification of the degree projects' content in relation to problem formulation of our study. In stage two of the analysis, the degree projects were reanalyzed deductively using the above mentioned theoretical approach. The classification comprises: Stage one (mapping): (i) Methods collecting data (ii) Didactical topics Stage two (analysis): (iii) Five didactical orientations Findings The results show that the most common degree project is an interview study with 5–8 teacher informants that is oriented towards a school subject. To a large extent the degree projects are based on interviews (107), followed by text analysis (33), questionnaire (19) and observations (16). In a few cases (27) mixed method are used. When it comes to didactical orientations, we identified three categories: General Didactics (GD) and School Subject Didactics (SSD), and Attempt to School Subject Didactics (ASD). Examples of the focus in GD-oriented projects (73) are assessment, homework and classroom management. SSD-oriented have a focus on (77) school subjects; such as mathematics (33) and Swedish language (19). The theme of the projects is the specific to the school subject, such as learning rational numbers. The theme can also be well-integrated with the school subject, such as teachers’ views on problem solving. Further, a few projects (20) are oriented towards a third category, which we label Attempts to School Subject Didactics (ASD). An example when this orientation can be identified when the projects include a school subject in the title or research question, but this has no bearing for neither the results nor the discussion. Interestingly, there is a rather equal distribution of GD- and SSD-orientations. Deriving from these results, our further aim is to develop a theory and reanalyse the data. This analysis will be based on the five didactical orientations identified in previous research (Zeichner, 1983; Hansén, Eklund, Sjöberg, 2015; Furuhagen, Holmén & Säntti, 2019). We further aim to expand our data set to an investigation on a the Swedish national level. A more theoretically anchored analysis will help to investigate the preparation for professional work in depth in relation to degree projects in teacher education. References Arneback, E., Englund, T. & Solbrekke, T. (2017). Achiecing a professional identity through writing, Education Inquiry, 8(4), 284–298. Franzén, C. (2014). The undergraduate degree project–preparing dental students for professional work and postgraduate studies? European Journal of Dental Education,18(4), 207– 213. Furuhagen, B., Holmén, J. & Säntti, J. (2019). The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War. History of Education, 48(6), 784– 805. Gustafsson, C. & Hallström, M. (2005). Examensarbetet inom lärarutbildningen: En analys i relation till högskolelagens mål. [Degree projecst in teacher education: an analysis in relation to higher education goals]. Uppsala: Studies in Educational Policy and Educational Philosophy 2, 2005. Hansén, S.-E., Eklund, G. & Sjöberg, J. (2015). General Didactics in Finish Teacher Education – the case of class teacher education at Åbo Akademi University. Nordisk Tidskrift för Allmän Didaktik, 1(1), 7–20. Kansanen, P. (2009). Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society, 17(1), 29–39. Karlsudd, P. (2018). Att problematisera “problemet”: Bedömning och utveckling av problemformuleringar i lärarutbildningen självständiga arbeten. [To problematize ”the problem”: Assessment and development of problem formulation in teacher education degree projects]. Nordic Journal of Vocational Education and Training, 8(1), 1–22. Maaranen, K. (2010). Teacher students’ MA theses: A gateway to analytic thinking about teaching? A case study of Finnish primary school teachers. Scandinavian Journal of Educational Research, 54(5), 487–500. O’Reilly, C. (2016). Creative Engineers: Is Abductive Reasoning Encouraged enough in Degree Project Work? Procedia CIRP, 50, 547–552 Råde, A. (2014). Final thesis model in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education, 37(2), 144–155. Råde, A. (2016). Fågel, fisk eller mittemellan? Handledares uppfattningar om lärarutbildningens examensarbeten. [Bird, fish or in-between? Supervisors understanding of degree projects in teacher education]. Högre Utbildning, 6(2), 139–155. Råde, A. (2018). Professional formation and the final thesis in European teacher education: a fusion of academic and
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4.
  • Christiansen, Iben, et al. (författare)
  • Crosscurrents of Swedish Mathematics Teacher Education
  • 2021
  • Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
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5.
  • Ellegaard, Marianne, et al. (författare)
  • Unfolding principles for student peer feedback: A comparative analysis across higher education contexts
  • 2022
  • Ingår i: Högre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 12:2, s. 53-77
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate how principles in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the initiatives into the teaching and learning activities.
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6.
  • Fredriksson, Peter, 1971, et al. (författare)
  • Garagebyggen - matematisk progression i mönsterproblem
  • 2019
  • Ingår i: Nämnaren. ; :2, s. 15-21
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Författarna presenterar en serie uppgifter om växande mönster som bygger på varandra och som erbjuder rika lärandemöjligheter i matematik på låg- och mellanstadiet. Eleverna får undersöka tre olika typer av garagelängor och diskutera likheter och skillnader, för att få syn på linjära och proportionella samband.
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7.
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8.
  • Hatami, Russell, 1950, et al. (författare)
  • Stenrika problem
  • 2019
  • Ingår i: Nämnaren. - 0348-2723. ; 2019:3, s. 35-41
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • I den här artikeln presenterar vi begreppet stenrika matematiska problem för att beskriva rika problem som erbjuder möjlighet till progression vad gäller lösningsmetoder och matematiskt innehåll.
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9.
  • Kilhamn, Cecilia, 1963, et al. (författare)
  • Matematiska samtal i klassrummet - vägar till elevers lärande
  • 2019
  • Bok (övrigt vetenskapligt/konstnärligt)abstract
    • I boken presenteras ett ramverk som hjälper läraren att planera, genomföra och utvärdera matematiska samtal i klassrummet. Ramverket bygger på forskning om kommunikation i matematik och har utprövats i samarbete med verksamma och blivande lärare. Boken innehåller också planeringsunderlag för matematiksamtal. Boken är ett resultat av ett forsknings- och utvecklingsprojekt om kommunikation i matematik (KOMMA) vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet.
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10.
  • Kilhamn, Cecilia, 1963, et al. (författare)
  • Video studies in classroom research. Hidden dimensions of teaching and learning.
  • 2019
  • Ingår i: Didactic classroom studies. A potential research direction. C. Osbeck, Å. Ingerman & S. Claesson (eds.). - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 151-172
  • Bokkapitel (refereegranskat)abstract
    • The use of video to record classroom activities has revolutionised classroom research by making it possible to revisit a classroom practice many times and view it from various research perspectives. This essay discusses various aspects of video-based classroom research in relation to a large international video project. By describing three types of studies within the same project, we show that a combination of macro– and microanalysis has the potential to reveal hidden dimensions of teaching and learning. A systematic overview and macro-level analysis can serve as a tool to generate research questions for in-depth micro-level analysis. The hidden dimensions of algebra teaching that were identified in these studies concerned, for example, the use of manipulatives and student engagement in algebra. We describe how video data can be used for research purposes as well as teachers’ professional development, and argue that video recording classroom activities enables us, both as researchers and as teachers, to enter classrooms and increase our understanding of classroom cultures across time and space.
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