| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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The politics of early assessment in mathematics education
- 2019
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Ingår i: CERME 11. - Utrecht : European Society for Research in Mathematics Education. - 9789073346758 ; , s. 1831-1838
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Konferensbidrag (refereegranskat)abstract
- One of the latest reforms in Sweden in order to increase equity and quality in education is making national assessment compulsory in preschool-class (age 6). The claimed political volition is all students’ best possible mathematical development. In this paper, we examine the preparatory work, the assignment to the National Agency of Education, and the assessment material itself, searching for what meaning is inscribed regarding the student, mathematics and assessment. The results imply that the politics of the assessment might exaggerate a search for flaws and control instead of promoting all students learning and in addition contributing to the schoolification of preschool-class.
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| 2. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Designing tasks with self-explanation prompts
- 2019
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Ingår i: Proceedings of the eleventh congress of the European society for research in mathematics education. - Utrecht : European Society for Research in Mathematics Education (ERME). - 9789073346758 ; , s. 4202-4209
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Konferensbidrag (refereegranskat)abstract
- This paper presents some results from an ongoing review on self-explanation prompts. An emphasis is laid on design principles based on empirical research. The review is grounded in scaffolding theory, which means that the self-explanation prompts are seen as a temporary support that the student shall learn to manage without. Three themes identified in the review are described and discussed in relation to design and implementation of tasks with self-explanation prompts: prompts with different purposes, the necessity to adapt prompt to students’ prior knowledge, and factors of importance for students’ engagement in the prompts. Examples of tasks with prompts for which these design aspects have been taken into account are given in the paper.
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| 3. |
- Eckert, Andreas, 1984-, et al.
(författare)
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Designing for digitally enriched Math Talks : The case of pattern generalization
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrech, Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME. - 9789073346758 ; , s. 4210-4217
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Konferensbidrag (refereegranskat)abstract
- Mathematics education is still behind in the implementation of digital technology. Digital technology can support classroom talk, but this potential needs to be further explored. This study reports on a project that develops and explores task design principles, through a series of interventions, that are intended to utilize digital technology to enrich mathematics lessons. The results consist of three design principles together with their theoretical and empirical arguments from analysis of a lesson series about pattern generalization. The three principles exploit opportunities provided by technology to make reasoning available for examination to all students, and to focus students’ attention between different aspects of mathematical reasoning.
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| 4. |
- Grundén, Helena, 1968-
(författare)
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Beyond the immediate : illuminating the complexity of planning in mathematics teaching
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). - Utrecht, Netherlands : European Society for Research in Mathematics Education. - 9789073346758 ; , s. 3630-3637
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Konferensbidrag (refereegranskat)abstract
- In mathematics education, there is a growing interest in research on social aspects such as how mathematics teaching in classrooms is informed by society. Consequently, new sets of theoretical frameworks and methods have to be taken into account. In a focus group study, Critical Discourse Analysis (CDA) was used as a theoretical framework, which enabled the researcher to see how mathematics teachers resist and construct a discourse of mathematics teaching apart from the official discourse. Also shown in the study is that power relations are circulating and thereby influencing teachers in the process of planning in mathematics. In this paper, results from the study are used to emphasize CDA as useful for mathematics education researchers seeking to grasp the complex, dynamic, and emerging nature of mathematics teaching.
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| 5. |
- Hatami, Russell, 1950, et al.
(författare)
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Rizanesander’s Recknekonsten or “The art of arithmetic” – the oldest known textbook of mathematics in Swedish
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019). - Utrecht : Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME. - 9789073346758
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Konferensbidrag (refereegranskat)abstract
- The present paper considers an important cultural treasure in the early Swedish history of mathematics education. After the reformation in the 16th century it became possible to study mathematics in Sweden. The first printed textbook in Swedish on arithmetic appeared in 1614, but already in 1601, the oldest known manuscript in Swedish on arithmetic was written by Hans Larsson Rizanesander. In this paper we investigate Rizanesander’s manuscript in its historical context.
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| 6. |
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| 7. |
- Jäder, Jonas, 1971-
(författare)
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Task design with a focus on conceptual and creative challenges
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019).. - Utrecht, the Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.. ; , s. 4234-4241, s. 4234-4241
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Konferensbidrag (refereegranskat)abstract
- Tasks are an important part of the education in mathematics. In an ongoing study, an analytic framework for identifying challenges in students mathematical task solving has been developed, and the conceptual and the creative challenge has been defined. Preliminary results indicate that considerations are needed to include these challenges in mathematical tasks. This paper takes off from there to describe a structure for selection and (re)design of tasks. The aim is to be able to discuss the basis for the structure. A further aim is to develop a support for teachers, test designers, textbook authors and others, in creating tasks with specific learning goals.
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| 8. |
- Kilhamn, Cecilia, et al.
(författare)
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Algebraic thinking in the shadow of programming
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht, the Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University. - 9789073346758 ; , s. 566-573
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Konferensbidrag (refereegranskat)
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| 9. |
- Krainer, Konrad, et al.
(författare)
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ERME anniversary panel on the occasion of the 20th birthday of the European Society for Research in Mathematics Education
- 2020
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. - 9789073346758 ; , s. 81-98
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of the panel was to offer a reflection on the genesis and the contribution of the European Society for Research in Mathematics Education (ERME) to research in mathematics education, regarding its past, present and future. After a short introduction, the panel focused on three topics: The ERME society, presenting a historical and present view; YERME and YESS, highlighting history and current developments related to supporting young researchers; the ERME book, focusing on its evolution, spirit and results. Each topic started with an input by two panel members who also answered questions by participants of CERME 11 sent in advance or raised during the panel. The panel was concluded by the president and the two co-chairs of the panel.
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| 10. |
- Lembrér, Dorota, 1979-
(författare)
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Using photo-elicitation in early years mathematics research
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019). - : Freudenthal Group & Freudenthal Institute. - 9789073346758 ; , s. 1912–1919-
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Konferensbidrag (refereegranskat)abstract
- In this paper, I examined the use of photo elicitation interviews as a method for gathering data fromparents, whose views are not often investigated in research in early childhood mathematicseducation. The parents shared and discussed photos of their children engaged in mathematics. Thismethod for gathering parents’ views is investigated using Bourdieu’s theoretical lens of the field.The findings suggest both advantages and disadvantages that established rules of the field whichcould interfere with or enhance relationships. Photo-elicited interviews can provide insights intoparents’ knowledge, experiences and views, revealing broader perspectives on mathematicsactivities at home. However, the choice of photos influenced the interview, limiting or silencingparents if they were unable to recognise any mathematics in what the children were doing in aphoto.
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