| 1. |
- Jakobsson, Martin, et al.
(author)
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Semantiska vågor i undervisningen : Likheter och skillnader i skolämnena matematik och samhällskunskap
- 2023
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In: Utbildning och lärande. - 1653-0594. ; 17:2, s. 59-78
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Journal article (peer-reviewed)abstract
- If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.
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| 2. |
- Bergqvist, Tomas, et al.
(author)
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Evaluation of a large scale professional development program
- 2017
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In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. - Singapore : PME. ; , s. 153-160
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Conference paper (peer-reviewed)abstract
- This paper reports on an evaluation of the professional development program Boost for Mathematics in Sweden. 200 mathematics lessons were visited, and the teachers were interviewed after each lesson.The analysis used an analytical framework based on Lithner et al. (2010).The findings indicate that the PD-program has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice has improved and give the students better possibilities todevelop the competencies.The results also show that these improvements are still present one year after the program had ended.
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| 3. |
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| 4. |
- Bjørnebye, Morten, et al.
(author)
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Aesthetics in embodied task design in mathematics
- 2023
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Conference paper (peer-reviewed)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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| 5. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(author)
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Experience a sense of being, becoming and belonging to an educational design project as professional development.
- 2023
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In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).. - : ERME.
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Conference paper (peer-reviewed)abstract
- Research on professional development generally focuses on teacher change as the core of professional development. However, there remains an undocumented variability in how teachers change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana and Nicolina, participation in an educational design research project and how the project might or might not support change when viewed from the teacher’s perspective. Through the lens of identity and ethics, we look at how teachers express a sense of being, becoming and belonging concerning their professional development. Participation in the project gives Diana a safe space of being the teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her future career. Both teachers feel a need, imagine a different way of being, and believe it is possible through their participation, and by that, the project supports change if they decide to change.
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| 6. |
- Ebbelind, Andreas, et al.
(author)
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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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Conference paper (peer-reviewed)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. |
- Gustafsson, Marcus, 1980-, et al.
(author)
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Connecting teachers’ use of curriculum resources in planning with mathematical knowledge for teaching
- 2022
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Conference paper (peer-reviewed)abstract
- This presentation reports on an ongoing study, which aims to create more knowledgeon the relationship between different types of curriculum resources when identified inthe practice of teachers planning collaboratively. These resources are describedthrough the Design Capacity for Enactment framework, augmented with domains of theMathematical Knowledge for Teaching framework. The aim is to identify and examinethe connection, rather than to claim to explain the relation. Preliminary results showthat there are many different types of resources used, both digital and analogue, andthat teachers’ Knowledge of Content and Students and Knowledge of Content andTeaching guide the reasons for what types of resources are used.
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| 8. |
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| 9. |
- Gustafsson, Marcus, 1980-, et al.
(author)
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Resources for planning and teaching mathematics : A Swedish upper-secondary school case study
- 2024
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In: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 56:1, s. 88-106
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Journal article (peer-reviewed)abstract
- This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a variety of resources to support their instructional enactment as well as instructional design, there is a difference in how they use different resources to support different planning practices. For instructional design, curriculum resources provide support for the mathematical content, while social resources, self-generated documents, and cognitive resources provide support for the design of instructional activities. Authority is given by teachers to curriculum resources, but conflicts of authority emerge in discussions, when teachers’ abilities to exert their agency are not supported by curriculum resources. We discuss the findings in relation to authority and resource use, as well as for established conceptualizations of resources. The findings bear practical implications for the design of curriculum resources.
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