| 1. |
|
|
| 2. |
|
|
| 3. |
- 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)
|
|
| 4. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
-
The role of the formal written curriculum in standards-based reform
- 2017
-
Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 49:2, s. 149-168
-
Tidskriftsartikel (refereegranskat)abstract
- More than 15 years after the introduction of a standards-based curriculum reform, the mathematics teachers are positive towards the reform message but have not changed their classroom practice accordingly. To improve the impact of future reforms, it is important to learn from this situation and to better understand the role of the national policy documents. The purpose of this study is therefore to examine how the standards-based reform in mathematics in Sweden was conveyed in the formal written curriculum. The research questions focus on to what extent and how clearly the national policy documents convey the message. The results show that the message is present to a large extent in the policy documents, but that it is vague and formulated with complex wording. The study gives concrete examples and shows in detail in what ways the documents are vague and complex.
|
|
| 5. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
-
Mathematical competences in Swedish steering documents
- 2009
-
Ingår i: In search for theories in mathematics education. - Thessaloniki, Greece : PME. ; , s. 1:336-
-
Konferensbidrag (refereegranskat)abstract
- This study is an ongoing project where we only have very preliminary results, and the main aim of this paper is not to present results, but to discuss the methodological issues when using content analysis on the course syllabus for the Swedish compulsory school. Content analysis (Krippendorff, 2004) is in most cases in the literature used on large materials, for example all news articles from a specific year that concern a certain political issue. We will discuss what happens when we try to use the method on a comparatively small document of a very different kind.
|
|
| 6. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
-
What is “strong presence” of a message in a steering document?
- 2012
-
Ingår i: Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011. - Reykjavík, Iceland : University of Iceland Press. - 9789979549659
-
Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to discuss what a “strong presence” of a message in a syllabuscould be. The discussion takes a starting point in what we call the reformmessage; that what mathematics is can not only be described in terms of content andprocedures, but must also be defined in terms of competencies, e.g. problem solving,reasoning and communication. The analyzed document is the Swedish syllabus forthe first course at upper secondary school. Different ways, both quantitative andqualitative, of determining what a strong presence of a message could be are presentedand discussed.
|
|
| 7. |
- Boesen, Jesper, 1971, et al.
(författare)
-
Developing mathematical competence: From the intended to the enacted curriculum
- 2013
-
Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 33:1, s. 72-87
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. © 2013 Elsevier Inc.
|
|
| 8. |
- 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.
|
|
| 9. |
- Bergqvist, Ewa, 1971-
(författare)
-
A verbal factor in the PISA 2003 mathematics items : Tentative analyses
- 2009
-
Ingår i: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. - Thessaloniki, Greece : PME. - 9789602436523 ; , s. 145-152
-
Konferensbidrag (refereegranskat)abstract
- This study uses a statistical method to identify verbal items among mathematical items from PISA 2003. The verbal items are preliminary analysed and compared to the non-verbal items concerning number of text lines, response types, cognitive level, and competences measured. The results show that the verbal items, to a higher percentage than the non-verbal items, measures the reproduction competency, are straightforward, and of open constructed-response type. These results and proposed further analyses are discussed.
|
|
| 10. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
-
Communicating mathematics or mathematical communication? : An analysis of competence frameworks
- 2012
-
Ingår i: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education. ; , s. 67-74
-
Konferensbidrag (refereegranskat)abstract
- In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.
|
|
