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| 2. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Mathematics as “Meta-Technology” and “Mind-Power” : Views of engineering students
- 2013
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Ingår i: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. - Ankara, Turkey : Middle East Technical University. - 9789754293159
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Konferensbidrag (refereegranskat)abstract
- The paper reports an exploration of first year undergraduate engineering students’ rationales for choosing engineering programmes at master’s level and the potential gains for their future professions they see from studying mathematics. As a means for organising the data, we used some notions of Bourdieu’s theory of the economy of forms of social practice. The study aims to contribute to understanding differences in the students’ experiences of and interest in university mathematics.
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| 3. |
- Bergsten, Christer, 1949-, et al.
(författare)
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The construction of the ‘transition problem’ by a group of mathematics lecturers
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 2053-2059
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Konferensbidrag (refereegranskat)abstract
- This paper presents views of university staff about what has become called the ‘transition problem’ when students start studying mathematics at university. The data are from a focus group interview with eight experienced university lecturers at a Swedish university department that offers mathematics courses for engineering students. We use the portrayal of the problem in the literature as an axis for the discussion.
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| 4. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Understanding the secondary-tertiary transition in mathematics education : Contribution of theories to interpreting empirical data
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht, Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
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Konferensbidrag (refereegranskat)abstract
- The paper reports a review of studies on the secondary-tertiary transition in mathematics. With an interest in the contribution of theories, it intends to explore what insights empirical studies using new theoretical lenses have added. While there is a move towards socio-cultural theorizing, some dimensions pertaining to issues of social (re)production still appear under-researched.
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| 5. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Övergången från skolans till högskolans matematik : en integrerad studie av en kulturkrock
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 29-41
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Projektets syfte var att utveckla en integrerad bild av matematiska, didaktiska och sociala dimensioner av matematikutbildning i samband med övergången gymnasium-högskola. Civilingenjörsstudenter intervjuades om sina matematikstudier i jämförelse med gymnasiets. Resultaten visar att de ser skillnader i matematiken på universitetet när det gäller kunskapskriterier, studietakt, undervisning och egna studievanor. Studenter medvetna om dessa skillnader lyckas bäst resultatmässigt. Matematikstudier upplevs annorlunda jämfört med andra ämnen vad gäller den tid och kraft som måste investeras. Intervjuade universitetslärare i matematik menar att övergångsproblemen främst rör studentens eget arbete och naturliga utveckling – dagens studenter måste "kämpa mer på vägen". Bland studenter som nämner eget studieansvar tycks ett fåtal ha haft "övergångsproblem": universitetsstudier beskrivs som en värdefull erfarenhet. De flesta anpassar sitt sätt att studera till de nya kraven men det behövs en ökad tydlighet gentemot de studerande vad dessa exakt innebär.
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| 7. |
- Jablonka, Eva, 1962-, et al.
(författare)
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lnstalling "good mathematics teaching" : Hegemonic strategies and alliances of researchers
- 2016
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Ingår i: The Disorder of Mathematics Education. - Berlin : Springer. - 9783319340050 - 9783319340067 ; , s. 107-120
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Bokkapitel (refereegranskat)abstract
- We discuss some examples of direct or indirect involvement of mathematics education researchers in teacher evaluation and curriculum design; and point to hegemonic strategies of persuading sponsors and policy makers how to install “good mathematics teaching”. We illustrate how particular research approaches stabilise “good mathematics teaching” by structuring the meaning around interpretations of learning outcomes in the form of measurements, which are taken as symptoms of a range of social phenomena. Students’ scores on mathematics tests are interpreted as indicators of their potential to become skilled “knowledge workers”, citizens and consumers; teachers’ and schools’ effectiveness in producing gain scores as indicators of the quality of mathematics teaching for which they can be made accountable; and improvements in national measures as symptoms of innovative capacity that predicts relative competitive advantage. Our concern is the alliances researchers might seek in capitalising on the privileged status of mathematics that relies on the reiteration of those imaginations, in particular in contexts where funding of research favours “findings” that emerge from studies that identify “what works”.
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| 8. |
- Jablonka, Eva, 1962-, et al.
(författare)
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"Much palaver about greater than zero and such stuff" – First year engineering students’ recognition of university mathematics
- 2017
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Ingår i: International Journal of Research in Undergraduate Mathematics Education. - : Springer London. - 2198-9745 .- 2198-9753. ; 3:1, s. 69-107
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Tidskriftsartikel (refereegranskat)abstract
- Research under the key word ‘secondary-tertiary transition problem’ in mathematics education points to a range of difficulties students face when passing from learning mathematics at school to attending undergraduate mathematics courses. One of these problems concerns the change in criteria for what counts as a legitimate mathematical activity. Based on this observation, the aim of this study is to investigate the extent to which students enrolled in undergraduate mathematics courses are aware of such changes in criteria and how their reflective recognition relates to their academic success. The main body of empirical data comprises interviews with 60 undergraduate students, who were enrolled in different engineering programmes at two Swedish universities and attended compulsory mathematics courses. These interview data are complemented by the grades achieved by these students on all mathematics courses during their first year of enrolment. A group of their lecturers were also interviewed. In order to explore what counts as a legitimate mathematical activity, participants were presented with excerpts from different mathematics textbooks and asked which of these they would describe as more or less mathematical and why. As theoretical resources we selectively employ notions by means of which Bernstein conceptualised pedagogic discourse, elements of Halliday and Hasan’s social semiotics, and Eco’s idea of the model reader. The investigation shows that students focus on a considerably wide range of aspects of mathematics texts by which they (mis)recognise the specificity of the discourse, and how this relates to their academic success. The study not only provides a differentiated picture of students’ reflective recognition of levels of rigour, abstraction and formalisation in mathematics, but also offers a methodological contribution.
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| 9. |
- Jablonka, Eva, 1962-, et al.
(författare)
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Numbers don’t speak for themselves : strategies of using numbers in public policy discourse
- 2021
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 108:3, s. 579-596
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Tidskriftsartikel (refereegranskat)abstract
- In mathematics education, there is general agreement regarding the significance of mathematical literacy (also quantitative literacy or numeracy) for informed citizenship, which often requires evaluating the use of numbers in public policy discourse. We hold that such an evaluation must accommodate the necessarily fragile relation between the information that numbers are taken to carry and the policy decisions they are meant to support. In doing so, attention needs to be paid to differences in how that relation is formed. With this in mind, we investigated a public discourse that heavily relied on numbers in the context of introducing, maintaining, and easing the rules and regulations directed to contain the spread of the virus SARS-CoV-2 during the first epidemic wave of COVID-19 in Germany with its peak in early April 2020. We used a public-service broadcasting outlet as data. Our theoretical stance is affiliated with post-structuralist discourse theory. As an outcome, we identified four major related strategies of using numbers, which we named rationalisation, contrast, association and recharging. In our view explicit attention to these strategies as well as identifying new ones can aid the task of furthering critical mathematical literacy.
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| 10. |
- Jablonka, Eva, 1962-, et al.
(författare)
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Positioning of the teacher in the improvement of mathematics classroom practice
- 2015
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Ingår i: Proceedings of the Eighth International Mathematics Education and Society Conference. - Portland, OR, USA : Mathematics Education and Society. ; , s. 644-656
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is a hybrid between a discussion essay and a theoretical paper. Our concern is the positioning of teachers in contexts where the reshaping of educational institutions along with the commercialisation and com-modification of research carried out at universities, increasingly interferes with the intellectual freedom of both teachers and researchers. Funding of research in these contexts privileges ‘findings’ with direct implications for developing teachers’ classroom work. We discuss examples drawn from a range of studies, including classroom observation, curriculum design, and professional development settings in terms of the subjectivities attributed to the unauthorised position in the relations established in these practices.
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