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| 3. |
- 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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| 4. |
- Boesen, Jesper, 1971, et al.
(författare)
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Améliorer l'enseignement des mathématiques : le cas de la Suède
- 2009
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Ingår i: Revue internationale d'éducation - Sevres. - 1254-4590. ; :51, s. 91-101
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this article a Swedish Action Plan for Mathematics is presented, why was it initiated, what was its main goals and - in some detail - how to attain these goals. As both a mean for and as a consequence of the Action Plan’s intention to raise both individual students’ and public interest in mathematics the authors propose an enriched view of what mathematics for schooling can be. To conclude they list what has been done since the Action Plan was presented and exemplifies with some ongoing initiatives. Finally they relate some of the key aspects of the intentions of the Action Plan to the wider scope of science teaching.
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| 5. |
- Boesen, Jesper, 1971, et al.
(författare)
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Assessing mathematical competencies: an analysis of Swedish national mathematics tests
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:1, s. 109-124
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Tidskriftsartikel (refereegranskat)abstract
- Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies' interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.
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- Boesen, Jesper, 1971-
(författare)
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Assessing mathematical creativity : comparing national and teacher-made tests, explaining differences and examining impact
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Students’ use of superficial reasoning seems to be a main reason for learning difficulties in mathematics. It is therefore important to investigate the reasons for this use and the components that may affect students’ mathematical reasoning development. Assessments have been claimed to be a component that significantly may influence students’ learning. The purpose of the study in Paper 1 was to investigate the kind of mathematical reasoning that is required to successfully solve tasks in the written tests students encounter in their learning environment. This study showed that a majority of the tasks in teacher-made assessment could be solved successfully by using only imitative reasoning. The national tests however required creative mathematically founded reasoning to a much higher extent. The question about what kind of reasoning the students really use, regardless of what theoretically has been claimed to be required on these tests, still remains. This question is investigated in Paper 2. Here is also the relation between the theoretically established reasoning requirements, i.e. the kind of reasoning the students have to use in order to successfully solve included tasks, and the reasoning actually used by students studied. The results showed that the students to large extent did apply the same reasoning as were required, which means that the framework and analysis procedure can be valuable tools when developing tests. It also strengthens many of the results throughout this thesis. A consequence of this concordance is that as in the case with national tests with high demands regarding reasoning also resulted in a higher use of such reasoning, i.e. creative mathematically founded reasoning. Paper 2 can thus be seen to have validated the used framework and the analysis procedure for establishing these requirements. Paper 3 investigates the reasons for why the teacher-made tests emphasises low-quality reasoning found in paper I. In short the study showed that the high degree of tasks solvable by imitative reasoning in teacher-made tests seems explainable by amalgamating the following factors: (i) Limited awareness of differences in reasoning requirements, (ii) low expectations of students abilities and (iii) the desire to get students passing the tests, which was believed easier when excluding creative reasoning from the tests. Information about these reasons is decisive for the possibilities of changing this emphasis. Results from this study can also be used heuristically to explain some of the results found in paper 4, concerning those teachers that did not seem to be influenced by the national tests. There are many suggestions in the literature that high-stake tests affect practice in the classroom. Therefore, the national tests may influence teachers in their development of classroom tests. Findings from paper I suggests that this proposed impact seem to have had a limited effect, at least regarding the kind of reasoning required to solve included tasks. What about other competencies described in the policy documents? Paper 4 investigates if the Swedish national tests have had such an impact on teacher-made classroom assessment. Results showed that impact in terms of similar distribution of tested competences is very limited. The study however showed the existence of impact from the national tests on teachers test development and how this impact may operate.
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- 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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| 8. |
- Boesen, Jesper, 1971, et al.
(författare)
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Följ matematikutvecklare.se!
- 2007
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Ingår i: Nämnaren. - 0348-2723. ; :2007:2, s. 4-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Vem är matematikutvecklare i din kommun och vilka utvecklingsinsatser pågår? Här ges information om ett landsomfattande projekt med pågående konferenser och en spännande webbplats matematikutvecklare.se, där du kan ta del av och följa utvecklingen.
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| 9. |
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| 10. |
- Boesen, Jesper, 1971
(författare)
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Mathematical competencies : a research framework
- 2010
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Ingår i: Bergsten, C., Jablonka, E., & T. Wedege (Eds.). Mathematics and mathematics education : cultural and social dimensions : Proceedings of MADIF 7, The seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010. (Skrifter från Svensk Föreningen för Matematikdidaktisk Forskning.). - 1651-3274. - 9197393460 ; :7, s. 157-167
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Konferensbidrag (refereegranskat)abstract
- This paper presents a summary of parts of a research framework constructed to be a basis for analyses of empirical data, with focus on students' opportunities to develop mathematical competensies. Six different competensies are defined and three competence related activities. International reform frameworks, mainly the NCTM Standards and the Danish KOM-project, inspire the framework. The six competencies are Problem solving ability, Reasoning ability, Applying procedures ability, Representation ability, Connection ability, and Communication ability.
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