| 1. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
-
A theoretical model of the connection between the process of reading and the process of solving mathematical tasks
- 2010
-
Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 47-57
-
Konferensbidrag (refereegranskat)abstract
- In this paper we suggest a theoretical model of the connection between the process of reading and the process of solving mathematical tasks. The model takes into consideration different types of previous research about the relationship between reading and solving mathematical tasks, including research about traits of mathematical tasks (a linguistic perspective), about the reading process (a psychological perspective), and about behavior and reasoning when solving tasks (a mathematics education perspective). In contrast to other models, our model is not linear but cyclic, and considers behavior such as re-reading the task.
|
|
| 2. |
- Bergsten, Christer, 1949-, et al.
(författare)
-
A remark on didactic transposition theory
- 2010
-
Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). - 9197393460 ; , s. 58-68
-
Konferensbidrag (refereegranskat)abstract
- With reference to a historical study on the relation between the production and distribution of mathematical knowledge, using calculus as an example, some assumptions in didactic transposition theory, as introduced by Yves Chevallard, are discussed. Given the prominent status of this theory, the paper intends to initiate a debate that could help lifting it out from its relative isolation within mathematics education as a research domain.
|
|
| 3. |
- Bergsten, Christer, et al.
(författare)
-
A remark on didactic transposition theory
- 2010
-
Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9197393460 ; , s. 58-68
-
Konferensbidrag (refereegranskat)
|
|
| 4. |
- Björklund Boistrup, Lisa, 1960-
(författare)
-
Classroom assessment in mathematics – a review of articles in two journals
- 2010
-
Ingår i: Mathematics and mathematics education: cultural and social dimensions : proceedings of MADIF 7. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). - 9197393460
-
Konferensbidrag (refereegranskat)abstract
- Today there is a lot of interest in assessment, including classroom assessment, in educational research. A search on the abstracts to the EARLI (European Association for Research on Learning and Instruction) conference 2009[1] for the term ”assessment”, gave more than 300 hits[2] out of approximately 1700 abstracts (EARLI, 2009). This means that more than one sixth of the contributions to this general learning and education conference had a strong connection to assessment. One cause for this interest is that learning and assessment are strongly linked, that is, how assessment is done has impact on student’s learning (e.g. Gipps, 2001; Pettersson, 2007; Shephard, 2000). Since at least Black & Wiliam (1998), there has been a call for classroom studies in depth in this area, and there still is (e.g. Hattie 2009). This paper takes it departure in a tentative literature review focused on definitions and boundaries in classroom assessment in general through a search on Libris[3] (Björklund Boistrup, 2009). In the present paper I direct the interest solely towards classroom assessment in mathematics education. The study investigates (1) to what extent there are articles with an articulated focus on classroom assessment in journals of mathematics education. The aim is also to (2) find how classroom assessment is conceptualised within the mathematics educations field, that is, within what boundaries the articles are positioned. In order to find some answers to these questions, I perform a new literature review, this time focussing on two journals, Educational studies in mathematics (called ESM in this paper) and ZDM The International Journal on Mathematics Education (called ZDM). Further on, similar reviews will be performed for other journals in the field of mathematics education. When performing this review, I use the analytical structures, concerning boundaries of assessment, used in and derived from the earlier review. By this, I discuss aspects such as possible mathematics classroom situations, and students’ and teachers’ roles in mathematics classroom assessment. I also describe to what extent institutional aspects are included in the literature.
|
|
| 5. |
- Boesen, Jesper, 1971
(författare)
-
Mathematical competencies : a research framework
- 2010
-
Ingår i: Bergsten, C., Jablonka, E., & T. Wedege (Eds.). Mathematics and mathematics education : cultural and social dimensions : Proceedings of MADIF 7, The seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010. (Skrifter från Svensk Föreningen för Matematikdidaktisk Forskning.). - 1651-3274. - 9197393460 ; :7, s. 157-167
-
Konferensbidrag (refereegranskat)abstract
- This paper presents a summary of parts of a research framework constructed to be a basis for analyses of empirical data, with focus on students' opportunities to develop mathematical competensies. Six different competensies are defined and three competence related activities. International reform frameworks, mainly the NCTM Standards and the Danish KOM-project, inspire the framework. The six competencies are Problem solving ability, Reasoning ability, Applying procedures ability, Representation ability, Connection ability, and Communication ability.
|
|
| 6. |
- Frejd, Peter
(författare)
-
Revisiting Perspectives on Mathematical Models and Modelling
- 2010
-
Ingår i: Mathematics andmathematics education: Cultural and social dimensions: Proceedings ofMadif 7. - : Svensk förening för matematikdidaktisk forskning. - 9197393460 ; , s. 80-90
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents a literature review of the notions of mathematical models and modelling from three different theoretical perspectives in order to analyse students’ descriptions in a future empirical study. Similarities and differences between the perspectives are discussed and suggestions regarding how to use the different perspectives and examples of possible research questions are given.
|
|
| 7. |
|
|
| 8. |
- Johansson, Maria, et al.
(författare)
-
Achievement as a matter of choice?
- 2010
-
Ingår i: Mathematics and Mathematics Education : Cultural and Social Dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 113-123
-
Konferensbidrag (refereegranskat)
|
|
| 9. |
- Johansson, Maria
(författare)
-
School mathematics : an initiation into what?
- 2010
-
Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 267-269
-
Konferensbidrag (refereegranskat)
|
|
| 10. |
- Lithner, Johan, 1960-, et al.
(författare)
-
Mathematical competencies : A research framework
- 2010
-
Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 157-167
-
Konferensbidrag (refereegranskat)
|
|
