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- Palm Kaplan, Kristina
(författare)
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International large-scale assessments and mathematics textbooks in a curriculum reform process : Changes in lower secondary school algebra in Sweden 1995–2015
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Reforming a curriculum entails more than simply launching new steering documents: it includes the development of new materials, evaluation of reform and identification of needs for further action. Drawing from algebra material surrounding the 2011 Swedish curriculum reform, this thesis contributes to understanding the process of curriculum reform concerning mathematics textbooks and international large-scale assessments.Two analytical frameworks are applied to algebra tasks in six mathematics textbooks from three series, published in 1995–2015, and algebra items from four consecutive TIMSS tests in 2003, 2007, 2011 and 2015. These frameworks are a Systemic Functional Linguistics-framework based on a social-semiotic perspective and a framework adapted from different views on school algebra. They are used in order to understand algebra characteristics in terms of school algebra discourses and algebraic activities. Additionally, the relationship between Swedish students’ results on TIMSS’ algebra-items and algebra characteristics of the test items is explored statistically. The findings are viewed against the test structure over time.The results show that five school algebra discourses are identified in both materials: the symbolic, arithmetical, geometrical, (un)realistic and scientific discourse. However, in the TIMSS tests, a relational discourse was further identified. The materials comprise the same algebraic activities, although in somewhat different proportions. The major change in textbooks is conservative since it is an increase of the (un)realistic discourse, which concerns features that may have been prevalent in the Swedish syllabus already a hundred years ago. This discourse may also be interpreted as a transformation of a reform idea in the syllabus, on mathematical literacy, into quite superficial everyday connections.A comparison of the materials show that the algebra characteristic which increases most in textbooks, decreases in TIMSS. Further, students with high achievements on TIMSS perform significantly better on test items with algebra characteristics that decrease in proportion, compared with those which increase in proportion. Relatively seen, the difficulty of the tests for these students thus increases over time. This implies that the validity of interpreting TIMSS results as a knowledge trend is lessened. It is therefore less relevant to use TIMSS results for evaluating and identifying needs for further action. It is suggested that conclusions about student achievements in algebra should not be drawn based on the validity of interpreting and using the aggregate of TIMSS results in mathematics. Also, policy makers should pay more attention to how TIMSS results are used as a base for curricular reform and evaluation.
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- Ahl, Linda, 1970-, et al.
(författare)
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Professional development as a means for implementing mathematics education innovations: results from a systematic review
- 2022
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Ingår i: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 57-68
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Konferensbidrag (refereegranskat)abstract
- To get an overview of the characteristics of the studies in mathematics education research that explicitly state that they deal with implementation, we have conducted a systematic review. In this paper, we report on a subset of the identified studies from the review, dealing with large-scale professional development for teachers. For the subset of the 11 identified papers, we ask the question: What designs are used to support teachers to adopt new ideas in their practice and what dimensions of scaling are considered in the studies? To articulate design and dimensions of scaling, we draw on theoretical constructs from both mathematics education research and more general implementation research. Results indicate that the choice of facilitating strategy impacts the dimensions of scaling considered in the implementation.
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- Bergvall, Ida, 1975-
(författare)
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Bokstavligt, bildligt och symboliskt i skolans matematik : – en studie om ämnesspråk i TIMSS
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language.Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language.The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS).In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language.The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic.The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.
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"Dig where You Stand" 6 : Proceedings of the Sixth International Conference on the History of Mathematics Education
- 2020
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Proceedings (redaktörskap) (refereegranskat)abstract
- The history of mathematics education is an interdisciplinary research area that is experiencing a significant development and this book presents recent work in this area. This book is the result of the sixth conference ICHME (In-ternational Conference on the History of Mathematics Education) that took place at CIRM, Luminy (France) from 16th to 20th of September 2019. Nowadays, the history of education is of the utmost importance for assessing the general development of the educational system(s) in which mathematics education occurs. Usually, the history of education is confined to history within a given civilization, country or nation. However, the quality of the research for a given nation is enhanced when situated among various specific cases, and comparative studies provide essential tools to broaden the perspectives to an international level. Moreover, mathematics, as a school discipline, has always functioned at the crossroads between general education and professional training, thus relating its teaching history to professional working environments as well. The themes dealt with in this book reflect this wide area of research. The book contains 28 chapters grouped in four parts concerning teaching of particular mathematical domains, teaching in cultural and national contexts, pedagogical movements and reforms, and methods of teaching.
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