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- Bergqvist, Ewa, Docent, et al.
(författare)
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How mathematical symbols and natural language are integrated in textbooks
- 2020
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In mathematical text and talk, natural language is a constant companion to mathematical symbols. The purpose of this study is to identify different types of relations between natural language and symbolic language in mathematics textbooks. Here we focus on the level of integration. We have identified examples of high integration (e.g., when symbols are part of a sentence), medium integration (e.g., when the shifts between natural and symbolic language occurs when switching to a new line), and low integration (e.g., when symbols and written words are connected by the layout).
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- Bergqvist, Ewa, Docent, et al.
(författare)
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Teachers' interpretations of the concept of problem - a link between written and intended reform curriculum
- 2020
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Ingår i: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. - Khon Kaen, Thailand : PME. ; , s. 19-27
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Konferensbidrag (refereegranskat)abstract
- Over the last decades, there has been an on-going international reform for school mathematics, which has, not surprisingly, been difficult to implement. This study focuses on teachers’ interpretation of formal written curriculum documents, especially whether their interpretations align with how a concept (the concept of problem) is conveyed in the documents (in Sweden). The results show that the formal written documents are vague, but that it to some extent conveys the concept of problem as “a task for which the solution method is not known in advance to the solver.” The interviews show that about 53 % of the teachers interpreted problem as “any task,” and that teachers’ interpretationstherefore are not aligned with how the concept is (albeit vaguely) conveyed in the documents.
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| 7. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Mathematical competences in Swedish steering documents
- 2009
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Ingår i: In search for theories in mathematics education. - Thessaloniki, Greece : PME. ; , s. 1:336-
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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.
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| 8. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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What is “strong presence” of a message in a steering document?
- 2012
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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
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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.
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| 9. |
- Boesen, Jesper, 1971, et al.
(författare)
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Developing mathematical competence: From the intended to the enacted curriculum
- 2013
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 33:1, s. 72-87
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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.
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| 10. |
- Lithner, Johan, 1960-, et al.
(författare)
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Mathematical competencies : A research framework
- 2010
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Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 157-167
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Konferensbidrag (refereegranskat)
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