| 1. |
- Ahl, Linda, 1970-, et al.
(författare)
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Investigating the voice of two Swedish mathematics teacher guides
- 2015
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Ingår i: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 3165-3166
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Konferensbidrag (refereegranskat)abstract
- This poster presents a study on the voice of two Swedish mathematics teacher guides. We have made a content analysis of teacher guides to the two most commonly used mathematics textbooks in Swedish lower secondary school Grades 7 to 9. Our theoretical stance is that curriculum resources can support teachers pedagogical design capacity. Our analysis shows that the voice of both guides speaks through the teacher with narratives and scripted instructions, instead of making visible the strengths and weaknesses with different teaching design considerations. The results could be used to further elaborate on how the teacher guides can be designed to support the pedagogical design capacity for a range of different teachers.
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| 2. |
- Andersson, Catarina, et al.
(författare)
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Formative assessment in Swedish mathematics classroom practice
- 2015
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Ingår i: CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 3167-3168
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Konferensbidrag (refereegranskat)abstract
- Using formative assessment has woken interest in many countries because of the potential effect on student achievement. To investigate Swedish teachers' use of formative assessment in mathematics, this study used classroom observations and teacher interviews of 38 mathematics teachers. The teachers used formative assessment, but additional formative activities could support teachers to better take advantage of the potential in using formative assessment
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| 3. |
- Andrews, Paul, 1954-, et al.
(författare)
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Developing foundational number sense : Number line examples from Poland and Russia
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - 9788072908448 ; , s. 1681-1687
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Konferensbidrag (refereegranskat)abstract
- For a variety of reasons children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework's analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.
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| 4. |
- Asami-Johansson, Yukiko, et al.
(författare)
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Applying the structured problem solving in teacher education in Japan - A case study
- 2015
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Ingår i: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 2741-2747
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Konferensbidrag (refereegranskat)abstract
- In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about "structured problem solving". We describe a specific lesson titled "Quantity and Measurement" for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying "structured problem solving" in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
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| 5. |
- Bagger, Anette, 1974-
(författare)
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Pressures and positions of need during the Swedish third-grade National Test in Mathematics
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University. - 9788072908448 ; , s. 1558-1563
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Konferensbidrag (refereegranskat)abstract
- This paper presents and discusses parts of a large-scale [1] ethnographical and longitudinal study that has followed the process of implementing the National Test in Mathematics for third graders (Ntm3) in Sweden during its first three years (2010, 2011, and 2012). Pupil talk from 2011 about pressure and what is at stake was used to construe three positions of need that might characterize pupils during the National Test in Mathematics in their third school year: the position of shame, the position of unfamiliarity, and the position of stress. How these might be handled in educational practices is discussed briefly.
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| 6. |
- Bergsten, Christer, 1949-, et al.
(författare)
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The construction of the ‘transition problem’ by a group of mathematics lecturers
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 2053-2059
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Konferensbidrag (refereegranskat)abstract
- This paper presents views of university staff about what has become called the ‘transition problem’ when students start studying mathematics at university. The data are from a focus group interview with eight experienced university lecturers at a Swedish university department that offers mathematics courses for engineering students. We use the portrayal of the problem in the literature as an axis for the discussion.
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| 7. |
- Bergwall, Andreas, 1972-
(författare)
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On a generality framework for proving tasks
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 86-92
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Konferensbidrag (refereegranskat)abstract
- In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks’ categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.
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| 8. |
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| 9. |
- Boström, Erika, et al.
(författare)
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A professional development program in formative assessment for mathematics teachers : Which changes did the teachers do and why?
- 2015
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Ingår i: Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9). - : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 2947-2948
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Konferensbidrag (refereegranskat)abstract
- This study is part of a larger research project about a comprehensive professional development program (PDP) in formative assessment for mathematics teachers. The aim of the study is to investigate in which ways the teachers' classroom practice change, with respect to formative assessment, after participating in the PDP, and which some of the reasons may be for these changes. Fourteen randomly chosen grade-seven mathematics teachers participated in the PDP. The teachers were interviewed and their classroom practices observed, before and after the PDP. They also answered two questionnaires about the PDP. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees.
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| 10. |
- Delacour, Laurence
(författare)
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How the role of the preschool teacher affects the communication of mathematics
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : Charles University in Prague, Faculty of Education. - 9788072908448 ; , s. 1905-1910
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Konferensbidrag (refereegranskat)abstract
- The purpose of this article is to study and analyse how two te achers implement an outdoor situation for children aged 4-5 in a Swedish preschool. The analysis and interpretation of the data in this paper has been influenced by situation theory and by the use of the didactic contract as a key concept. The term didactic contract is seen as a metaphor; consequently, I use a broader definition of the didactic contract to illustrate how the role of the teacher aff ects the communication of mathematics with children. Most of the text in this paper is adapted from my thesis (Delacour, 2013) and articles (Delacour, 2014a, b).
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