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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Mälardalens universitet > (2010-2014) > Ryve Andreas

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3.
  • Hemmi, Kirsti, et al. (författare)
  • The culture of the mathematics classroom during the first school years in Finland and Sweden
  • 2014
  • Ingår i: <em>Mathematics and Transition to School - International Perspectives</em>. - Singapore : Springer. - 9789812872142 ; , s. 185-199
  • Bokkapitel (refereegranskat)abstract
    • This chapter elaborates findings from a longitudinal ongoing cross-cultural study comparing the teacher education and classroom practices in Finland and Sweden. The focus is on the cultural scripts of mathematics instruction during the first school years (ages 6-8). Firstly, we present a description of the contexts of each country concerning primary teacher education and the transition from pre-school to school. We then characterize the dominating conceptualizations of the mathematics classroom practices for the early years in both countries, building on several analyses of different data sources. We focus especially on the intricate balance between flexibly building mathematics on pupils’ ideas of familiar everyday phenomena within a thematic teaching style on the one hand, and on the other, the organization of learning environments strictly based on a predetermined hypothetical learning trajectory (Clements & Sarama, 2007). Finally, we discuss our findings in light of the international literature on early mathematics education and transition from pre-school to school.
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  • Knutsson, Malin, 1978-, et al. (författare)
  • School-based mathematics teacher education in Sweden and Finland : characterizing mentor – prospective teacher discourse
  • 2013
  • Ingår i: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013. - Antalya, Turkey. - 9789754293159
  • Konferensbidrag (refereegranskat)abstract
    • Despite many similarities between the neighbouring countries Sweden and Finland, prior studies indicate that conceptualizations and discourses about school-based teacher education are very different. In this paper we add to this picture of differences, and contribute to the research discourse about school-based teacher education, by identifying and characterizing aspects of mathematics teaching made relevant in review meetings between mentors and prospective primary teachers. While the Swedish discourse typically focuses on the students’ individual work with textbooks, connections to everyday experiences and teaching as individual supervision, the Finnish discourse emphasizes lesson aims, learning and progression in mathematics through formative assessment and differentiation according to pupils’ abilities
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5.
  • Koljonen, Tuula (författare)
  • Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching
  • 2014
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.
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  • Larsson, Maria, et al. (författare)
  • Balancing on the edge of competency-oriented versus procedural-oriented practices : orchestrating whole-class discussions of complex mathematical problems
  • 2012
  • Ingår i: Mathematics Education Research Journal. - : Springer Science and Business Media LLC. - 1033-2170 .- 2211-050X. ; 24:4, s. 447-465
  • Tidskriftsartikel (refereegranskat)abstract
    • Establishing and maintaining key mathematical practices in wholeclass discussions, such as justifying claims, representing mathematical objects and making connections between the representations, is crucial to the development of students' mathematical competencies. The aim of this article is to investigate how and why the establishment of key mathematical practices in whole-class discussions varies in a teaching mathematics through problemsolving project. Analyses of transcribed video-recorded whole-class discussions result in the suggestion that the complexity of the mathematical problem itself as well as the complexity related to teaching the problem may contribute to more procedure-oriented practices instead of competency-oriented practices that create opportunities for the students to develop their mathematical competencies on a broad front. However, the results also suggest that the teaching of complex mathematical problems might develop the teacher's establishment and maintenance of key mathematical practices. Researchers initiating an intervention project hence have to consider both the students' and the teacher's learning trajectories, which might not always coincide. Other important aspects for the researcher to consider are discussed and pointed out as important areas for future research, such as how explicit introduction of appropriate frameworks may support teachers in learning to teach mathematics through problem solving.
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  • Nardi, E., et al. (författare)
  • Commognitive analyses of the learning and teaching of mathematics at university level : The case of discursive shifts in the study of Calculus
  • 2014
  • Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 16:2, s. 182-198
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper we outline the main tenets of the commognitive approach and we exemplify its application in studies that investigate the learning and teaching of mathematics at university level. Following an overview of such applications, we focus on three studies that explore fundamental discursive shifts often occurring in the early stages of studying Calculus. These shifts concern the lecturers' and students' communicative practices, routines of constructing mathematical objects and ways of resolving commognitive conflicts. We then propose that commognitive constructs such as subjectification can be deployed towards 'scaling-up' the hitherto fine-grained focus of commognitive analyses. Finally, we conclude with observing how the commognitive approach relates to constructs from other sociocultural approaches to research in university mathematics education, such as "legitimate peripheral participation" from the theory of Communities of Practice and "didactic contract" from the Theory of Didactic Situations. © 2014 © 2014 British Society for Research into Learning Mathematics.
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8.
  • Nilsson, Per, 1967-, et al. (författare)
  • The nature and role of common ground in the learning of mathematics in small-group discussions
  • 2014
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 58:5, s. 609-623
  • Tidskriftsartikel (refereegranskat)abstract
    • This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical construct of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where they are to distribute a set of markers based on the totals of two dice. The analysis shows how the consistency between the students’ focal projects became critical to their progression from a uniform to a non-uniform distribution of the markers. The task system and concrete manipulatives became crucial in furthering the students’ explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.
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9.
  • Ryve, Andreas, 1973-, et al. (författare)
  • Analyzing content and participation in classroom discourse : dimensions of variation, mediating tools, and conceptual accountability
  • 2013
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 57:1, s. 101-114
  • Tidskriftsartikel (refereegranskat)abstract
    • Balancing content and students’ participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher’s conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning. 
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10.
  • Ryve, Andreas, et al. (författare)
  • Contextualizing mathematical teaching and learning
  • 2010
  • Ingår i: The first sourcebook on Nordic research in mathematics education. - Charlotte : Information Age Publishing. - 9781617350986 - 9781617350993 ; , s. 319-332
  • Bokkapitel (refereegranskat)abstract
    • The social turn in mathematics education has implied that researchers wish to include collaborative and social aspects when accounting for students’ learning in mathematics. To accomplish this task many theoretical frameworks have been introduced, some of these also used in the field of mathematics education.  Several publications produced by Swedish researchers in mathematics education have used the theory of contextualization and the related analytical principles of Intentional analysis to conceptualize and analyze mathematical teaching and learning. The theory of contextualization is situated in constructivist ontological and epistemological principles and is operationalized to include conceptual, situational, and cultural aspects of students’ conceptions of a given task. In this chapter we elaborate on the theory of contextualization and how it may be used to study mathematics learning and teaching by bringing together five examples of students´ learning of mathematics in compulsory school and higher education previously separately presented in international publications in mathematics education.
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