| 1. |
- Aguilar, Mario Sanchez, et al.
(författare)
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Towards Characterization of Scale and Scaling in Implementation Research within Mathematics Education
- 2023
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Ingår i: Implementation and Replication Studies in Mathematics Education. - 2667-0135 .- 2667-0127. ; 3:1, s. 99-122
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Tidskriftsartikel (refereegranskat)abstract
- Scale and scaling are central concepts in projects aimed at implementing innovations for improving mathematics education. This study aims to provide conceptual clarity on the notions of scale and scaling in mathematics education research. The meanings of these terms are handled tacitly, and there is diversity in how they are used in the literature. To address this, we gathered opinions from experienced researchers in the area of the large-scale implementation of educational innovations, and we also conducted a literature review of articles explicitly addressing aspects of scale and scaling in mathematics education. We analyzed the content of these sources using Coburn’s (2003) conceptualization of scale. Our findings provide insight into how experts define and understand the concepts of small scale, large scale, at scale and scaling, and how these concepts relate to the four dimensions of scale proposed by Coburn. This study contributes to developing a more precise and nuanced understanding of scale and scaling in mathematics education research by offering an operational distinction between small-scale, large-scale, and medium-scale project implementation. This distinction is based on three key factors: the contact factor, the material factor, and the organizational factor.
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| 2. |
- Ahl, Linda, 1970-
(författare)
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Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.
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| 3. |
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| 4. |
- Ahl, Linda, 1970-, et al.
(författare)
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HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?
- 2014
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Konferensbidrag (refereegranskat)abstract
- In this study we investigate how teachers talk about their use of mathematics teacher guides for support and inspiration, with the aim of broadening the knowledge of how teachers use these guides in and for teaching. Our second aim is to test whether guidelines for designing educative curriculum material can serve as an analytical tool. The results show that less experienced teachers use a wider scope of content in the teacher guide whereas more experienced teachers use teaching activities1 and support for the design of teaching. Common for all teachers, despite level of experience, is that they want the teacher guide to provide connections between theory and practice. The analytical tool served well for analysing interviews, helping us pay attention to the features of the content discussed.
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| 5. |
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| 6. |
- 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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| 7. |
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| 8. |
- Ahl, Linda Marie, 1970, et al.
(författare)
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A framework for analyzing progress in concept knowledge in mathematics textbooks
- 2021
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Ingår i: Bringing Nordic mathematics education into the future. Preceedings of Norma 20. The ninth Nordic Conference on Mathematics Education Oslo, 2021. - Göteborg : SMDF. - 1651-3274.
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Konferensbidrag (refereegranskat)abstract
- In this paper we report on a framework for analyzing progress in concept knowledge as represented in textbooks. The framework is based on theories of Vergnaud, combined with a theory of Bruner. Two Swedish textbook series are analyzed with respect to how they introduce mathematical content and how it supports the progress of concept knowledge throughout school years. The analysis is restricted to the conceptual field of quotient constructions. We classified representations in terms of situational, iconic and symbol system representations. Results show that the investigated textbooks provide students with the same limited explanations in iconic representations of quotient constructions from year 3, when it is introduced, to year 9. We argue that our theory for progress in concept knowledge, together with our framework for analyzing progress, can be used by teachers and curriculum developers to organize instruction.
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| 9. |
- Ahl, Linda Marie, 1970-, et al.
(författare)
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Bill's Rationales for Learning Mathematics in Prison
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:4, s. 633-645
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a case study of a student's rationales for learning mathematics. We operationalize Stieg Mellin-Olsen's educational concept of rationales for learning and apply the concept on data consisting of three semi-structured interviews with a student in the Swedish prison education program. Our analysis shows that the student's rationales vary in character over time as a reaction to his educational contexts. We conclude that Mellin-Olsen's construct of rationales is useful for understanding students' changing motivation in relation to the teaching and to the practice of mathematics the teaching entails. Teachers may use the concepts from our analysis as cognitive tools, related to students' rationales for learning. By identifying students' different rationales, opportunities arise for an individualized instructional design.
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| 10. |
- Ahl, Linda Marie, 1970-
(författare)
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Designing a research-based detection test for eliciting students’ prior understanding on proportional reasoning
- 2019
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Ingår i: Adults Learning Mathematics. - 1744-1803. ; 14:1, s. 6-22
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Tidskriftsartikel (refereegranskat)abstract
- In the Swedish Prison Education Program only two out of ten reach a passing grade in their mathematics courses. Large variation in prior knowledge makes it difficult to meet the students at their level. This paper reports on a project aiming to enhance students’ possibilities to access mathematics through individualization. Research findings on the development of the pervasive mathematical idea of proportional reasoning are used to construct a test on proportional reasoning, designed to work specifically with students with large variation in prior knowledge. The test presented here, combined with a follow-up clinical interview, can be used in adult education in general as a basis for individualizing instruction.
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