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- Gallos Cronberg, Florenda, 1956
(författare)
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Engaging students to do mathematical tasks in a large class.
- 2010
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Ingår i: Mathematical tasks in classrooms around the world. Y. Shimizu, B. Kaur, R. Huang and D. Clarke (Eds.). - : Sense Publishers. - 9789460911484
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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Martina’s voice
- 2013
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Ingår i: Student’s voice in mathematics classrooms around the world. B. Kaur, G. Anthony, M. Ohtani and D. Clarke(Eds). - : Sense Publishers. - 9789462093485 ; , s. 89-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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The research lesson: Exploring which of the given three sets of lengths could form a triangle
- 2017
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Ingår i: The World Association of Lesson Studies (WALS) International Conference 2017. - Nagoya, Japan : WALS. - 1068-3070.
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the lesson study conducted at the pre-service education courses where triangle inequality is the key mathematical concept for discussion. The study problematizes the patterns of variation for discussing triangle inequality in the classrooms through the research lesson.
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- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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Triangle inequality and its critical aspects
- 2016
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Ingår i: EARLI Special Interest Group 9: Phenomenography and Variation Theory.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Triangle inequality and its critical aspects The study discusses our experiences of doing learning study at the university level where the focus is looking into the concept of triangle inequality. The study problematizes as to how critical aspects about triangle inequality could be identified in the classrooms through a mathematical task. It employs a qualitative research design that is non-emergent case study and is guided by the conceptual frameworks of learning study and variation theory. The same task was implemented to different groups of students in three different occassions. The students made use of the available materials to answer questions in the task, like matchsticks and computer applications, and tried to justify their answers mainly based on their constructions. Results showed that identifying the critical aspects on triangle inequality was not attained readily, however, during the whole class discussions the students became more aware of these critical aspects and on justifying their answers in a more generalized form. On the researchers’ perspective, this learning study has no doubt have enhanced the skills on preparing mathematical tasks as well as how the concept of triangle inequality be introduced, defined and discussed in mathematics classrooms.
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- Kilhamn, Cecilia, 1963, et al.
(författare)
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Matematiska samtal i klassrummet - vägar till elevers lärande
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I boken presenteras ett ramverk som hjälper läraren att planera, genomföra och utvärdera matematiska samtal i klassrummet. Ramverket bygger på forskning om kommunikation i matematik och har utprövats i samarbete med verksamma och blivande lärare. Boken innehåller också planeringsunderlag för matematiksamtal. Boken är ett resultat av ett forsknings- och utvecklingsprojekt om kommunikation i matematik (KOMMA) vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet.
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- Nyman, Rimma, 1983, et al.
(författare)
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A tool for planning and orchestrating mathematical discussions
- 2018
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Ingår i: Proceedings of the International Group for the Psychology of Mathematics Education. - Umeå : PME. - 0771-100X.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Orchestrating a mathematical discussion is an important skill for teachers to develop, since mathematical discussions make up powerful classrooms (Schoenfeldt, 2014). However, that skill is neither innate nor easy to convey to pre-service teachers. This poster reports on the development of a communication competence framework based on research that stresses the importance of mathematical discussions (e.g. Franke, Kazemii & Battey, 2007, Kazemii & Hintz, 2014). The aim was to create a useful tool for planning, conducting and analysing mathematical whole class discussions. Using a lesson study approach, a framework was developed and included as a course element in four different mathematics education courses for pre-service teachers. It was tested and revised through an iterative process, using video observations of lectures and workshop activities, as well as written reflections and examination tasks. Our study resulted in a framework describing the interplay between two main aspects of mathematical discussions: mathematical objectives and talk moves, as follows: First, the planning of a whole class discussion starts with a focus on the mathematical objective (strategy sharing, focussing, comparing, justifying). Then, pupils’ strategies and questions are anticipated and the teacher orchestrates a discussion making use of specific talk moves. Finally, the mathematical objectives are revisited when analysing the discussion and assessing what learning has occurred. A significant breakthrough in the development of the framework was when we made a clear distinction between moves to initiate student actions (think quietly, talk in pairs, describe, reason, repeat, add on, revise), and moves indicating teacher actions where new mathematical input is added (revoice, challenge, question). The final version of the framework proved much appreciated by the students in helping them to conceptualise and decompose mathematical discussions. The framework contributes to teacher education by making pre-service teachers aware of basic components of a mathematical discussion.
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