| 1. |
- Bergsten, Christer, 1949-
(author)
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Mathematisation as didactic principle seen through teachers' descriptions of mathematical modelling
- 2017
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - Palermo, Italy : Gruppo Ricerca Insegnamento delle Matematiche (G R I M). - 1592-5137 .- 1592-4424. ; 27:2, s. 229-233
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Journal article (peer-reviewed)abstract
- Considering the ‘popularity’ of mathematical modelling as an arena for using mathematisation as didactic principle, teachers’ conceptions of mathematical modelling in relation to how they view their main task as mathematics teachers, as well what use the mathematics students learn at school might be, was investigated drawing on interview data. While the teachers generally separated ‘reality’ and ‘mathematics’, the potential diversity of mathematical descriptions and the problematic nature of any “translation” were generally not discussed. Overall goals of teaching mathematics such as understanding, interest and usefulness were emphasised rather than relating modelling to mathematisation as didactic principle.
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| 2. |
- Björklund Boistrup, Lisa, et al.
(author)
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Analysing and construing mathematics containing designing activities in adults’ workplace competences
- 2014
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; 24:1, s. 86-89
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Journal article (peer-reviewed)abstract
- In this paper we describe a study within the theme of “Mathematics and its teaching in relation to other disciplines.” We present findings on mathematics containing activities in adults’ workplace competences. Our interest lies in a broad spectrum of aspects where mathematics is not viewed as possible to “obtain” in a pure sense but is interwoven and contextualised within workplace activities. We adopt a model where the institutional framing is emphasised: a learning design sequence (Selander, 2008). Coordinating with multimodal social semiotics, we have examined the video data and interviews with an interest in mathematical notions, interpersonal aspects, and the role of communicative resources including artefacts. In a previous study, adopting the same analytical framework, we introduced a theme on measuring which is here followed up when we present a construed theme within what Bishop (1988) labels designing: Forming as functionality and aesthetics (a tentative name). In this paper, we mainly present findings from analysis of data from a coachworks garage where a worker is fixing a bump on a car. We claim that the outcomes from our analyses hold affordances for school mathematics in general and for pre-vocational studies specifically.
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| 3. |
- Chronaki, Anna, et al.
(author)
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De/mathematising the political : bringing feminist de/post-coloniality to mathematics education
- 2017
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - : Università degli studi di Palermo. - 1592-5137 .- 1592-4424. ; 27:Supplemento n.2, s. 67-71
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Journal article (peer-reviewed)abstract
- In this paper, we attempt to move beyond current understandings of what it means to mathematise in relation to varied social thematic contexts in mathematics education. By way of theoretical intervention, we offer the beginnings of a feminist de/postcolonial commentary in response to such social, cultural and political programmes of work, recognising nevertheless the important contributions they have made to advancing complex political approaches to mathematics education as praxis in relation to society, and the way in which they have promoted alternative ways of envisioning mathematical activity. Our critique is as much a celebration of these programmes of work that have offered diverse conversations about what it means to de/mathematise, as it is a way of moving these conversations forward in newer, alternative politico-epistemological directions. We argue that feminist de/postcoloniality offers opportunities to centralise ethical, democratic and (geo)political considerations in de/mathematisation activities and events, while bringing concerns about social and economic development, culture, gender, and global (in)justices to bear on mathematics education arguments. We suggest that feminist de/postcoloniality provides theoretical concepts by which we can speak of ontological and epistemic considerations politically in mathematics education.
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| 4. |
- Fred, Jenny, et al.
(author)
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Expressing and justifying pattern generalization algebraically
- 2017
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; 27:2, s. 155-162
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Journal article (peer-reviewed)abstract
- The main objective in this paper is on learning more about younger students’ emergence of the ability to express and justify pattern generalization algebraically, particularly in relation to what aspects students need to discern to be able to express and justify pattern generalization algebraically. This forms a point of departure for discussing the meaning of making algebraic generalizations in the early grades. The findings constitute a foundation for a project on classroom teaching and learning in mathematics, carried out as a collaboration between researchers and teachers.
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| 5. |
- Johansson, Maria C.
(author)
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The value of mathematics in different realities
- 2014
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - : University of Palermo, Italy. - 1592-5137 .- 1592-4424. ; 24:s1, s. 301-311
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Journal article (peer-reviewed)abstract
- Ce document vise à discuter des mathématiques dans les processus de travail implicites et explicites et comment ce travail pourrait être lié aux mathématiques scolaires. Cette ré exion fait partie d'une discussion plus large sur les mathématiques et leur place dans la société. Les données ont été recueillies dans une société de transport routier. Il apparaît que des ajustements des processus de travail implicites aux processus de travail explicites sont faits donnant lieu à des recherches de solutions créatives, dans des situations parfois très critiques. Identi er des expériences fondées sur la pratique des mathématiques est di cile à percevoir, car il y a un caractère insaisissable, et il y a une nécessité de mener une enquête minutieuse. Dans le processus de travail explicite, les caractéristiques mathématiques sont, par dé nition, plus évidentes. En essayant de comprendre comment faire usage de ces résultats dans les programmes de mathématiques pour les élèves en formation professionnelle, non seulement les processus de travail explicites, mais aussi les processus implicites doivent être pris en compte. Par conséquent, avant la contextualisation de tâches dans les écoles, il est nécessaire de mieux comprendre la relation entre les mathématiques dans les processus de travail explicites et des compétences implicites dans le milieu du travail.
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| 6. |
- Johansson, Maria, et al.
(author)
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Playing as a mathematical activity or play as the base for learning
- 2024
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - : Universita' degli Studi di Palermo. - 1592-5137 .- 1592-4424. ; :Speciale 13, s. 147-155
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Journal article (peer-reviewed)abstract
- This paper discusses how preschool teachers struggled to recognise children participating in Playing as a mathematical activity after they had participated in a professionaldevelopment course which included tasks on this. Indeed, Playing as a mathematical activity and play as the basis for learning are contrasted in order to better understand why this lack of recognition occurs. The results of this study have wider implication for professional development programmes including the importance of broadening teachers’ understanding of mathematics.
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| 7. |
- Norén, Eva, 1957-, et al.
(author)
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A multilingual mathematics classroom : Various realitites
- 2014
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; 24:1, s. 318-321
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Journal article (peer-reviewed)abstract
- In this paper we give account for a study where various realities in a multilingual mathematics classroom are analysed through the concepts of discourse and agency. We draw on a previous ethnographic study, revisiting some data with a focus on how students’ earlier experiences are taken into account for their learning of mathematics. In the findings we describe how out of school experiences of students are taken into account in the learning of mathematics. Those experiences relate to Swedish teaching traditions in primary school, such as the use of fairy tales. Devoting time to communication and activities where there were opportunities for students to contribute to content matter and shared knowledge production seemed to make students maintain focus on mathematical ideas. The inclusion of students’ inquiries and students’ responses in the classroom practices supported students as active learners, at the same time as students’ enacted agency maintained a dialogic school mathematical discourse.
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| 8. |
- Petersson, Jöran
(author)
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Mathematical modelling for futures of Anthropocene
- 2024
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; 13, s. 579-587
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Journal article (peer-reviewed)abstract
- Applying mathematical modelling to the Anthropocene should give students tools to under-stand and reflect on their own role in causes and effects related to the Anthropocene. Three Anthropocene-related phenomena discussed in the media are, for example, transportation, food supply and mass extinction of species. This paper formulates mathematical modelling tasks for these three phenomena. It discusses them with respect to four key features of mathematical modelling, namely understanding, description, abstraction, and negotiation, and finds that each task includes several of these key features. An example of ‘describe’ is to translate extinction of species into a net change equation between formation and extinc-tion of species. An example of ‘abstraction’ is to calculate and find the maybe surprising re-sult that for producing the same amount of protein, cheese requires more land than tomato. The key feature of ‘negotiation’ is that when going by car, time for physical activity must be added corresponding to that of cycling the same distance. This promotes ‘understand’ in the sense of identifying factors that are crucial in explaining the dynamics of the phenome-non.
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| 9. |
- Sumpter, Lovisa, et al.
(author)
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Eight shared by three : When mathematical and ethical reasoning interplay
- 2024
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In: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; :13, s. 447-456
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Journal article (peer-reviewed)abstract
- The aim of this paper is to explore students mathematical and ethical reasoning in fair sharing tasks. In our study, 8-year-old students were asked to share eight biscuits between three soft toys, where one of the toys is hungry and sad. Two analytical frameworks were used, one for mathematical reasoning and one for ethical reasoning. The results show that sharing tasks can generate several solutions in which students use different mathematical arguments combined with ethical arguments. Another result is that the different arguments often interplay with, or depend on, each other, meaning that mathematical reasoning and ethical reasoning are intertwined.
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