| 1. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Upper secondary students’ task reasoning
- 2008
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Informa UK Limited. - 0020-739X .- 1464-5211. ; 39:1
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Tidskriftsartikel (refereegranskat)abstract
- Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.
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| 2. |
- Bjørnebye, Morten, et al.
(författare)
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Aesthetics in embodied task design in mathematics
- 2023
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Konferensbidrag (refereegranskat)abstract
- STEAM (Science, Technology, Engineering, Arts, and Mathematics) research emphasises interdisciplinary approaches to developing skills needed for the 21st century. In this paper, we explore three aesthetically rich mathematical activities involving dance and bodily performance (e.g., creative body postures) with 6-year-old students. Supported by an embodied perspective of task design and a Deweyan view of aesthetics, we argue that a high degree of bodily engagement and a high degree of task integration allow space for creativity and imagination that may involve aesthetic dimensions. Specifically, we argue that body postures, bodily rotation, rhythm, and fluency in composite sequences of movement may connect art and mathematics in a way that treats the students as active creators of aesthetic experiences, in contrast to other STEAM approaches that do not consider bodily performance as a way of connecting art and mathematics.
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| 3. |
- Cortas Nordlander, Maria, et al.
(författare)
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A Study of Students’ Ability to Solve Text-Based Mathematical Problems with Irrelevant or Superfluous Information
- 2008
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Ingår i: Mathematical Views, MAVI 14.
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Konferensbidrag (refereegranskat)abstract
- A limited quantitative survey has been performed in order to study the capability of students to solve text-based mathematical problems containing irrelevant or superfluous information, as well as their ability to scrutinize text and sort out the relevant information. The students took a written test with text-based problems of different amount of irrelevant or superfluous information. The capability of understanding such problems was investigated versus degree of maturity and gender. Obtained results indicate a noticeable correlation between the occurrence of irrelevant or superfluous information and ability of solving the problems. Furthermore, the results show that the degree of maturity, expressed in terms of age, has a clear influence on the results. This study has not revealed any significant difference between genders as regards ability of sorting out the relevant information.
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| 4. |
- Cortas Nordlander, Maria, et al.
(författare)
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Influence of Student’s Attitudes and Beliefs on the Ability of Solving Mathematical Problems with Irrelevant Information
- 2009
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Ingår i: Beliefs and attitudes in mathematics education. - Rotterdam : Sense Publishers. - 9789087907228 - 9789087907211 ; , s. 165-178
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A limited quantitative survey has been performed in order to study how attitudes, beliefs and feelings of students may influence the ability of solving text-based mathematical problems containing irrelevant information. The survey is also analyzing their capability of scrutinizing texts and sorting out relevant information.The students took a written test with text-based problems of different amount of irrelevant information. The capability of understanding such problems was investigated versus degree of mathematical maturity and gender. Obtained results indicate a noticeable correlation between the occurrence of irrelevant information and the ability of solving the problems. Furthermore, attitudes, beliefs, and the degree of mathematical maturity, expressed in terms of age, have a clear influence on the results. On the other hand, this study has not revealed any significant difference between genders as regards the capability of solving text-based problems with irrelevant information.
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| 5. |
- Cortas Nordlander, Maria, et al.
(författare)
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Komplexa tal är inte så komplexa!
- 2010
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Abstraktion kan ofta utgöra ett hinder för lärande i matematik. Momentet med komplexa tal är inte något undantag. Varför ska man acceptera att i2=-1? Hur kan lärare introducera det på ett pedagogiskt sätt? Visualisering kan vara ett väsentligt led i att underlätta studenters lärande, ge dem en känsla av lägre abstraktion och härigenom vara nyckeln till djupare förståelse. Artikeln beskriver en visuell ansats som uppfyller kravet på lättillgänglighet. Metoden bygger på upprepade rotationer i det komplexa talplanet, vilket åskådliggör och konkretiserar komplexa tal genom visualisering.
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| 6. |
- Ebbelind, Andreas, et al.
(författare)
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How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?
- 2023
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Konferensbidrag (refereegranskat)abstract
- The mathematics teaching young children encounter affects not only the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example when we elaborate on how children’s participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings, of mathematics classrooms made of children from eight classes of which four participated in the study. The results indicate a reform-oriented and more diverse view of content and form in the drawings of the children participating in the intervention.
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| 7. |
- Eriksson, Helena, et al.
(författare)
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Fair sharing and division – mathematical reasoning regarding integers and fractions in preschool and preschool class
- 2024
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Ingår i: Proceedings of Cerme 13. - : Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME. - 9789637031045 ; , s. 2096-2103
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Konferensbidrag (refereegranskat)abstract
- This paper identifies and discusses children’s mathematical reasoning in preschool and preschool class when they work with a fair sharing case. The case came from a selection of cases designed to promote collective mathematical as well as ethical reasoning. Data comes from six children’s work when sharing four paper biscuits between three soft toys, first when the children were five years old and then, a year later, when they were six years old. The results show that their reasoning, both when they were five and six, used mathematical and ethical arguments. In preschool class, the students were able to use each other’s arguments in collective reasoning to identify, predict, and verify their reasoning. The students began to measure the fraction parts of a remainder but could not evaluate the conclusion with respect to what is aspects for division; equal numbers and equal size. The results also signal that teacher’s input, of posing evaluating questions, appears to stimulate the reasoning.
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| 8. |
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| 9. |
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| 10. |
- Grundén, Helena, 1968-
(författare)
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Planning in mathematics teaching : a varied, emotional process influenced by others
- 2020
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Ingår i: LUMAT. - Helsinki : University of Helsinki. - 2323-7112. ; 8:1, s. 67-88
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Tidskriftsartikel (refereegranskat)abstract
- Planning is an essential part of teachers’ work that has consequences for students’ learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers’ point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts,meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency, are present in the process of planning. These feelings sometimes have consequences for decisions teachers make about their mathematics teaching.
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