| 1. |
- Bergvall, Ida, 1975-, et al.
(författare)
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A model for analysing digital mathematics teaching material from a social semiotic perspective
- 2021
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 13:1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.
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| 2. |
- Bergvall, Ida, 1975-, et al.
(författare)
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Att utveckla elevers begreppsförmåga : Bildens potential i undervisningen
- 2018
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Ingår i: NÄD 2018. - Kristianstad : Högskolan i Kristianstad. ; , s. 10-10
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Konferensbidrag (refereegranskat)abstract
- Denna studie är ett planerat samarbete mellan aktiva lärare och forskare där syftet är att fördjupa kunskapen om bildens potential att stödja elevers begreppskompetens i matematikämnet. Olika semiotiska resurser såsom naturligt språk, matematisk notation och bilder används som redskap för att stärka elevers begreppskompetens i matematik (Brenner, Herman, Ho och Zimmer, 1999) vilket bland annat är vanligt i läromedel. Förekomsten av bilder som resurser i matematikläromedel har ökat under 2000-talet (Dimmel och Herbst, 2015) och därför behövs en fördjupad kunskap om bilders betydelse för elevers förståelse av matematiken. Bilder i matematiskt ämnesspråk kan vara av olika typ, allt från vardagsnära avbildningar till mer schematiska bilder. Detta har beskrivits som att bilder har olika kodningsorientering (se Kress och van Leeuwen 2006), vilket resulterar i varierande grad av abstraktion.I denna studie analyseras elevers samtal om matematik utifrån bilder med olika kodningsorientering. Studien genomförs i årskurs 5 i grundskolan och årskurs 1 på gymnasiet där elever i grupp löser matematikuppgifter. Inom varje årskurs används samma matematikproblem men typen av bild skiljer sig åt. I gymnasiet studeras elever på ett tekniskt program där syftet med matematikundervisningen är att förbereda eleverna för högre studier. Genom att studera två olika praktiker ges möjlighet till en rik beskrivning av bildens betydelse i två olika kontexter. Analyser genomförs på videoupptagningar av gruppsamtalen, avseende hur och i vilken utsträckning elevernas uttalanden signalerar begreppskompetens såsom definierad av Kilpatrick, Swafford och Findell (2001). Studien avses bidra till ökad kunskap om olika bilders potential att fungera som ett redskap i undervisningen för att stödja utvecklingen av elevers begreppskompetens. Resultaten kan förbättra lärares förutsättningar att göra medvetna didaktiska val av bilder med olika kodningsorientering. Till exempel kan en viss typ av bilder väljas i syfte att skapa förutsättningar för elevsamtal orienterade mot en högre abstraktionsnivå.
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| 3. |
- Bergvall, Ida, 1975-, et al.
(författare)
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Mediating activities in students’ collaborative work on self-explanation prompts
- 2023
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 28:1-2, s. 31-58
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns mediating activities in student discussions during collaborative work with self-explanation prompts (SEPs). While the aim of most other tasks, from the students’ perspective, can be perceived as finding the correct answer, discussions supported by SEPs require a different approach, because students must engage in mathematical discussions, and explain their insights into the mathematics at hand. In this study, we explore activities that are fostered by SEPs. The analysis of the activities taking place, reveal five mediating activities to promote in teaching, but also potential hinders for the intended discussion to occur.
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| 4. |
- Bergvall, Ida, 1975-, et al.
(författare)
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Multi-semiotic progression in school mathematics
- 2019
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Ingår i: NERA 2019. ; , s. 270-271
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In mathematical school language, both everyday and technical expressions are commonly used (Barwell, 2013). This means that two discourses, an everyday and a technical discourse, are used together and that students must handle these two discourses simultaneously. In this study, we investigate how images and natural language are used to express these two discourses in Swedish national tests for grade three, six and nine. The aim is to learn more about progression in multisemiotic demands in mathematical subject language.The theoetical base for this study is social semiotics (e.g. Kress & van Leeuwen, 2006), which also forms the framework for the analysis. In a first step of the analysis, the coding orientation (ibid.) in the images was examined, i.e. whether the images express the mathematical content in a naturalistic coding orientation, with a connection to everyday situations, or in a technical coding orientation implicating a subject specific and technical focus in the mathematical content. In the next step, cohesion regarding coding orientation between image and text will be studied, i.e. how participants, processes and circumstances are expressed by an everyday or technically oriented in written natural language and in images and how cohesion is expressed between these two semiotic resources.The analysed materials are the latest released Swedish national tests in mathematics for grade three, six and nine. This means that for grade three and six, the test from 2015 have been studied, while the test for grade nine was from 2013.Preliminary results from the first step of the analysis, show that for a clear majority of the images inthe test for year three and six, the coding-orientation is naturalistic. The images are to a very high degree drawings of people, naturalistic objects or environments. In year nine, the opposite applies and a technical coding orientation is the most common. Exceptions can be found in the problemsolving tasks, with a relatively comprehensive contextual description. In these problem solving tasks, images with a naturalistic coding orientation are used even in grade nine.A tentative conclusion is that there is a rather significant progression towards a more technical language in the multi-semiotic language used in this sample of the Swedish national tests. The results indicate a need to highlight the function of the various multi-semiotic resources used inschool mathematics, in order to support the students’ development of the subject language. These results are relevant for a Swedish, as well as for a Nordic school context and literacy research, since there are great similarities between the school systems in the Nordic countries.
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| 5. |
- Bergvall, Ida, et al.
(författare)
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Towards a theoretical understanding of learning with self-explanation prompts
- 2020
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Ingår i: Sustainable mathematics in a digitalized world. - Växjö : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402445 ; , s. 81-90
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Konferensbidrag (refereegranskat)abstract
- Oral or written requests to students to self-explain important aspects in a task at hand (e.g. self-explanation prompts) has proven to increase learning. Research about such prompts has mainly been implemented with cognitive perspectives focused on the individual. In this paper, we suggest an alternative analytical framework grounded in a sociocultural theory. This framework is valuable because it adapts to the individual learning process as well as to the learning process that takes place in group work. In addition, this framework contributes valuable guidance to the teacher and to authors of teaching materials as well as to researchers in mathematics education. The analytical framework is explained in relation to an example task. An excerpt from student group work is also discussed.
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| 6. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Computer-based assessment in mathematics : Issues about validity
- 2023
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Ingår i: LUMAT. - : University of Helsinki; LUMA Centre Finland. - 2323-7112. ; 11:3, s. 49-76
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Tidskriftsartikel (refereegranskat)abstract
- Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.
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| 7. |
- Dyrvold, Anneli, 1970-
(författare)
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Conceptualising translations between representations : Volume 2
- 2018
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Ingår i: PME 42. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. - Umeå : PME. - 9789176019030 ; , s. 2-379-2-386
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Konferensbidrag (refereegranskat)abstract
- Representations and translations between them are central in mathematics education. For example, in the NCTM standards it is emphasized students need to be able to “select, apply, and translate among mathematical representations to solve problems” (NCTM 2000, p.67). A variety of research studies have contributed to the knowledge about translations the last decades. This variety is both an asset and an obstacle when this research is used to implement new strategies in the school practice or as a base to plan new research studies. To enable an accumulation of the emerging knowledge there is a need to categorize studies that focus on similar questions and that conceptualizes translation similarly. The current paper suggests some classifications that such a categorization can be based on in an emerging framework.
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| 8. |
- 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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| 9. |
- Dyrvold, Anneli, 1970-
(författare)
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Difficult to read or difficult to solve? : The role of natural language and other semiotic resources in mathematics tasks
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When students solve mathematics tasks, the tasks are commonly given as written text, usually consisting of natural language, mathematical notation and different types of images. This is one reason why reading and interpreting such texts are important parts of being mathematically proficient, at least within the school context. The ability utilized when dealing with aspects of mathematical text is denoted in this thesis as a mathematical reading ability; this ability is useful when reading mathematical language, for example, in task text. There is, however, a lack of knowledge of what characterizes this mathematical language, what students need to learn regarding the mathematical language, and exactly which mathematical language that tests should preferably assess. Therefore, the purpose of this thesis is to contribute to the knowledge of aspects of difficulty related to textual features in mathematics tasks. In particular, one aim is to distinguish between a difficulty that has to do with a mathematical ability and another that has not. Different types of text analyses are utilized to capture textural features that might be demanding for the students when reading and solving mathematics tasks. Aspects regarding vocabulary are investigated both in a literature review and in a study where corpora are used to analyse word commonness. Other textual analyses focus on textual features that concern mathematical notation and images, besides natural language. Statistical methods are used to analyse potential relations between the textual features of interest and both task difficulty and task demand on reading ability. The results from the research review are sparse regarding difficult vocabulary, since few of the reviewed studies analyses word aspects separately. Several of the analysed textual features are related to aspects of difficulty. The results show that tasks with more words that are uncommon both in a mathematical context and in an everyday context, may favour students with good reading ability rather than students with good mathematical ability. Another textual feature that is likely to be demanding for students, is if the task texts contains many meaning relations, for example, when several words refer to the same or similar object. These results have implications for the school practice both regarding textual features that are important from an educational perspective and regarding the construction of tests. The research does also contribute to an understanding of what characterizes a mathematical language.
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| 10. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Digital teaching platforms : the use of dynamic functions to express mathematical content
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how seven Swedish digital teaching platforms in mathematics make use of the affordances provided by various modalities and dynamic functions. A model based on social semiotics is used to analyse how dynamic functions are used, whether or not the language is technically oriented, if relational or operational processes are emphasised, and the logic in the text. The analysis focuses on how the dynamic elements in teaching materials are used and potential consequences of their use. The results reveal a tendency to predominantly allocate dynamic and interactive elements to tasks related to theoretical parts and examples, and also that the most common dynamic element, film, has substantial potential to support meaning-making in several respects. For example, a voice-over can easily contribute a personal touch, add further logic to the content, or give an explanation based on an operational process.
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