| 1. |
- Karlsson Wirebring, Linnea, 1979-, et al.
(författare)
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An fMRI intervention study of creative mathematical reasoning : behavioral and brain effects across different levels of cognitive ability
- 2022
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Ingår i: Trends in Neuroscience and Education. - : Elsevier. - 2452-0837 .- 2211-9493. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- Background: Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.Methods: We employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).Results: On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.Conclusions: Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.
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| 2. |
- Stillesjö, Sara, 1989-, et al.
(författare)
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Active math and grammar learning engages overlapping brain networks
- 2021
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Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 118:46
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Tidskriftsartikel (refereegranskat)abstract
- We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.
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| 3. |
- Andersson, Catarina, et al.
(författare)
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From Passenger to Pilot – Using Formative Assessment to Support Students With Intellectual Disabilities to Become Self-Regulated Learners
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Students with intellectual disabilities (ID) risk leaving school without having the opportunity to develop their independence to become less reliant on others. This study aims to gain insights into how formative assessment as a teaching design can support self-regulated learning (SRL) among students with ID. Two experienced Swedish special school teachers, using formative assessment to support students’ SRL competence, participated in this study. Data consisted of the teachers’ written teaching descriptions, classroom observations, and teacher interviews. The analysis showed that the teachers managed to implement a formative classroom practice aiming to support the students to develop subject-matter knowledge as well as SRL skills. Three themes of challenges were identified: Low expectations and caretaking, Experiences of shortcomings, and Learning difficulties. Overcoming such challenges is discussed. The study shows promising examples of the use of theories and principles of formative assessment to promote SRL competence among students with ID and also incentives for doing so.
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| 4. |
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| 5. |
- Granberg, Carina, 1966-, et al.
(författare)
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A case study of a formative assessment practice and the effects on students’ self-regulated learning
- 2021
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Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 68
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Tidskriftsartikel (refereegranskat)abstract
- The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.
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| 6. |
- Granberg, Carina, 1966-
(författare)
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Discovering and addressing errors during mathematics problem-solving — A productive struggle?
- 2016
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 42, s. 33-48
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates students' struggles when encountering errors in problem solving. The focus is students' problem-solving activities that lead to productive struggle and what the students might gain therefrom. Twenty-four students between the ages of 16 and 17 worked in pairs to solve a linear function problem using GeoGebra, a dynamic software application. Data in the form of recorded conversations, computer activities and post-interviews were analyzed using Hiebert and Grouws' (2007. Second handbook of research on mathematics teaching and learning (Vol. 1). 404) concept of productive struggles and Schoenfeld's (1985. Mathematical problem solving: ERIC) framework for problem-solving. The study showed that all students made errors concerning incorrect prior knowledge and erroneously constructed new knowledge. All participants engaged in superficial, unproductive struggles moving between a couple of Schoenfeld's episodes. However, a majority of the students managed to transform their efforts into productive struggle. They engaged in several of Schoenfeld's episodes and succeeded in reconstructing useful prior knowledge and constructing correct new knowledge i.e., solving the problem.
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| 7. |
- Granberg, Carina, 1966-
(författare)
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E-portfolios in teacher education 2002-2009 : the social construction ofdiscourse, design and dissemination
- 2010
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Ingår i: European Journal of Teacher Education. - London : Routledge. - 0261-9768 .- 1469-5928. ; 33:3, s. 309-322
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a study of the experiences of teacher educators in the introduction and development of e-portfolios over an eight-year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e-portfolios have been discussed, designed, used and disseminated during this period. Research methods involved 25 narrative interviews and a questionnaire that was completed by 42 participants. The theoretical framework of Basil Bernstein, particularly his concepts of classification, framing, educational codes and pedagogical devices, was used to analyse the data. The paper presents a discussion of the contextual circumstances in relation to classification, framing and codes that affect the social construction of e-portfolios. The results point to parallel processes resulting in a variety of discourses and designs of e-portfolios and highlighting the importance of the social construction of e-portfolios across the teacher education faculty, rather than merely their implementation
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| 8. |
- Granberg, Carina, 1966-
(författare)
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Educational blogs in teacher education : blending face-to-face and virtual learning activities
- 2008
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Ingår i: Journal of Research in Teacher Education. - Umeå : Umeå universitet, Interaktiva medier och lärande. - 1404-7659. ; 15:3-4, s. 53-70
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents a study of three campuscourses of Swedish student teachers’ experiencesduring 2007 and 2008 when they used educa-tional blogs blending face-to-face and virtuallearning activities. In order to investigate theirexperiences and the circumstances that influ-enced their way of engaging in their blogs, 38narrative interviews were carried out.To illuminate how information and commu-nication technology (ICT) affordances andthe blended environments were perceived, thedata were analysed in light of Greeno’s theory ofaffordance. Furthermore, a socio-cultural theoryby Vygotsky was used to analyse students’ socialinteraction within their groups.The paper presents a discussion of the cir-cumstances in which students engage in theirblogs. The students’ experiences of affordancesin respect of blending face-to-face and virtual learning activities and the importance of socialinteraction within the groups are outlined
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| 9. |
- Granberg, Carina, 1966-
(författare)
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ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
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| 10. |
- Granberg, Carina, 1966-, et al.
(författare)
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ICT-supported problem solving and collaborative creative reasoning : Exploring linear functions using dynamic mathematics software
- 2015
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 37, s. 48-62
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how a dynamic software program, GeoGebra, may support students' collaboration and creative reasoning during mathematical problem solving. Thirty-six students between the ages of 16 and 17 worked in pairs to solve a linear function using GeoGebra. Data in the form of recorded conversations, and computer activities were analyzed using Lithner's (2008) framework of imitative and creative reasoning in conjunction with the collaborative model of joint problem space (Roschelle & Teasley, 1994). The results indicated that GeoGebra supported collaboration and creative reasoning by providing students with a shared working space and feedback that became the subject for students' creative reasoning. Furthermore, the students' collaborative activities aimed toward sharing their reasoning with one another enhanced their creative reasoning. There were also examples of students using GeoGebra for trial-and-error strategies and students engaging in superficial argumentation.
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