| 1. |
- Brandl, Matthias, et al.
(författare)
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Digital Learning Environments to Support Autonomous Learning Processes of Mathematically Creative and Gifted Students
- 2024
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Ingår i: Proceedings of the 26th International Conference on Interactive Collaborative Learning. - Madrid. ; , s. 198-205
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Konferensbidrag (refereegranskat)abstract
- Analyses performed by the German Federal Ministry of Labour and Social Affairs indicate that the educational system must address lifelong education in a context of digitalization, which is a major challenge of the transforming world of work and societal belonging. Representative studies characterise mathematically gifted pupils as independent, non-conformist and autonomous thinkers who are also displaying considerable levels of creativity. When focusing the mathematical content, gifted pupils enjoy working with challenging problems that offer diversified solutions and are explorative about a specific mathematical area. Accordingly, it is indicated that traditional classroom settings do have limited potential to address the needs of the gifted. Hence, the present paper discusses the possibilities to meet the developmental needs of mathematically gifted pupils via digital online learning environments, example here in the form of Digital Interactive Mathematical Maps (DIMM), a freely accessible digital tool developed at the University of Passau, Germany. The DIMM is based on a visualization of the historical development of different mathematical areas, such as geometry, algebra and stochastics. Last and importantly, the DIMM is deepened by tasks from mathematical competitions and fostering settings that are connected to mentioned timelines and that pupils can work with in respective contexts.
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| 2. |
- Fahlgren, Maria, 1966-, et al.
(författare)
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Prospective teachers designing tasks for dynamic geometry environments
- 2022
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Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12). - Bozen-Bolzano : Free University of Bozen-Bolzano. - 9791221025378
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Konferensbidrag (refereegranskat)abstract
- The paper examines the quality of digitized tasks designed by 10 (small) groups of prospective upper secondary school teachers as part of a geometry course assignment. The results indicate that a small instructional intervention, addressing the planning and implementation of tasks in digitized task environments as well as how to stimulate students to make mathematical generalizations, led to a relatively high proportion (8 out of 10) of high-quality tasks designed by the prospective teachers.
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| 3. |
- Kai-Larsen, Ella, et al.
(författare)
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Swedish students’ exploration of trigonometrical relationships : GeoGebra and protractors yield qualitatively different insights
- 2022
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Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - Bolzen-Bolzano, Italien : Free University of Bozen-Bolzano.
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Konferensbidrag (refereegranskat)abstract
- Trigonometry, an important pre-requisite for many advanced topics of school mathematics, links geometric, algebraic and graphical reasoning, but remains a difficult topic to teach and learn. The dynamic nature of many trigonometric functions is amenable to dynamic geometry software, which, in the form of GeoGebra, is the focus of this paper. However, both generally and in respect of trigonometry, research on GeoGebra’s efficacy seems ambivalent. In this paper, we offer a case study of two groups of Swedish upper secondary students’ solutions to the same tasks. One group was instructed to use GeoGebra and the other a protractor to investigate the sine and cosine functions in in the interval 0° ≤ v ≤ 180°. Analyses yielded qualitatively different outcomes; students using the protractor typically identified a geometrical relationship based on symmetry around the protractor’s 90° line, while those using GeoGebra tended to identify only numerical relationships.
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| 4. |
- Lichtenstein, Mia Beck, et al.
(författare)
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The Prevalence of Exercise Addiction Symptoms in a Sample of National Level Elite Athletes
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Exaggerated exercise volumes, lack of control, withdrawal symptoms and conflicts with family and friends are core symptoms of exercise addiction. The condition can lead to health problems and social isolation because exercise is given the highest priority in any situation. The prevalence of the risk of exercise addiction has mostly been assessed in leisure time exercisers such as runners, fitness attendees and cyclists. The prevalence proportion ranges from 3 to 42% depending on the type of sport and the assessment tool. The proportion is greater among elite athletes, and increases with the level of competition. This study's primary aim was to assess the prevalence of exercise addiction among elite athletes competing at national level and its secondary aim was to evaluate the psychometric properties of the Exercise Addition Inventory (EAI) in elite sports. Participants (n = 417) from 15 sports disciplines and with 51% women completed an online survey. Results showed that 7.6% were at risk of exercise addiction. This group was younger, exhibited tendency to exercise despite pain and injury, felt guilty if not exercising enough, and reported substantial eating disorder symptoms. The reliability and validity of the EAI was good suggesting that the scale is appropriate for measuring the risk of exercise addiction in elite athletes.
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| 5. |
- Mellroth, Elisabet, et al.
(författare)
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Talented upper secondary students’ perception of online mathematical challenges
- 2022
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Ingår i: On the Road to Mathematical Expertise and Innovation. - Münster : WTM – Verlag für wissenschaftliche Texte und Medien. - 9783959872157 - 9783959872263 ; , s. 311-313
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Konferensbidrag (refereegranskat)abstract
- Empirical studies on gifted and talented learners are generally rare in mathematics education and extremely unusual in the Swedish educational context, which is characterised by a strong egalitarian view that overlooks the needs of talented learners. The present poster is reporting on an exploratory case study which aims to investigate the benefits and disadvantages of an extra-curricular online-setting, in which mathematically talented upper-secondary students are solving challenging problems and receiving feedback from a teacher
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| 6. |
- Misfeldt, Morten, et al.
(författare)
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Surveying teachers' conception of programming as a mathematics topic following the implementation of a new mathematics curriculum
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. - 9789073346758 ; , s. 2713-2720
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Konferensbidrag (refereegranskat)abstract
- In this paper, we investigate mathematics teachers’ conception of the relationship between mathematics and programming. The context of the investigation is a recent curriculum reform in Sweden that makes programming a compulsory element of the national mathematics standards. Following up on an in-service training initiative, we conducted a pilot survey (N = 133) exploring – among other things – the teachers’ conception of the relationship between mathematics and programming. The results suggest that the teachers, on average, feel that there is a strong, but not very strong, relationship between the two subjects. Furthermore, the results suggest that mathematics teachers are interested in working with programming but that they do not feel well prepared for taking on that task. These results are used to discuss the mathematical potential of the different ways in which compulsory programming can be introduced in schools.
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| 7. |
- Sjöstrand, Tyge, 1972-, et al.
(författare)
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Do linear equations act a gatekeeper to later mathematical learning? Evidence from a study of Swedish upper secondary students
- 2023
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Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - Budapest. ; , s. 660-667
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Konferensbidrag (refereegranskat)abstract
- In this paper, by means of a mixed methods approach to data collection and analysis, we examine the impact of linear-equations-related competence on Swedish upper secondary students’ later mathematics achievement. Quantitative data were 307 student solutions to an equations-related word problem posed at the start of their programme and the same students’ terminal grades to the first compulsory general mathematics course. Qualitative data were the written solutions to the word problem and interviews undertaken with purposively selected students. The results showed that students who solved the problem algebraically were not only confident in their solutions but significantly more successful on the terminal assessment than those who solved it by other means. Moreover, students who approached the word problem algebraically but solved it incorrectly, were no less successful than those who solved it successfully by other means.
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| 8. |
- Szabo, Attila, fil.dr. 1965-, et al.
(författare)
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Displaying gifted students’ mathematical reasoning during problem solving : Challenges and possibilities
- 2024
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Ingår i: The Mathematics Enthusiast. - 1551-3440. ; 21:1-2, s. 179-202
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Tidskriftsartikel (refereegranskat)abstract
- When solving problems, mathematically gifted individuals tend to internalize intuitive ideas and approaches, and to shorten their reasoning. Consequently, for teachers it is difficult to observe gifted students’ mathematical reasoning in the context of problem solving. In this paper we investigate nine gifted Swedish 9th grade students’ mathematical reasoning during problem solving in small groups at vertical whiteboards. The data consists of 5 filmed group-activities, that were analysed according to a framework of collaborative problem-solving (Roschelle & Teasley, 1995). The analysis shows that every group solved proposed problems successfully within different socially negotiated Joint Problem Spaces (JPS) and, importantly, that students were able to verbalize and display their mathematical reasoning. Additionally, it is indicated that using vertical whiteboards facilitated considerably the exhibition of students’ mathematical reasoning.
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| 9. |
- Szabo, Attila, 1965-
(författare)
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Matematiska förmågors interaktion och det matematiska minnets roll vid lösning av matematiska problem
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis deals with the interaction of mathematical abilities and the mathematical memory's role in problem-solving. To examine those phenomena, I analyzed the expression of mathematical abilities for high achieving students from upper secondary school. The study shows that the mathematical memory accounts for a relatively small proportion of time of the problem-solving process and that the mathematical memory emerges mainly during the initial phase of the process. Although the mathematical memory accounts for a small percentage of the time of the problem-solving process, the mathematical memory has a decisive role for the choice of problem-solving methods, because the students choose their solution methods in the initial phase of their problem-solving activity. The study shows that the choice of problem-solving method has significant consequences for the students' problem-solving activity; if the chosen methods did not lead to the desired outcome, so the students found it very difficult to change their initially chosen problem-solving methods. The study also shows that students who use general problem-solving methods perform better than students who use numerical methods.
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| 10. |
- Szabo, Attila, 1965-
(författare)
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Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports on two different investigations.The first is a systematic review of pedagogical and organizational practices associated with gifted pupils’ education in mathematics, and on the empirical basis for those practices. The review shows that certain practices – for example, enrichment programs and differentiated instructions in heterogeneous classrooms or acceleration programs and ability groupings outside those classrooms – may be beneficial for the development of gifted pupils. Also, motivational characteristics of and gender differences between mathematically gifted pupils are discussed. Around 60% of analysed papers report on empirical studies, while remaining articles are based on literature reviews, theoretical discourses and the authors’ personal experiences – acceleration programs and ability groupings are supported by more empirical data than practices aimed for the heterogeneous classroom. Further, the analyses indicate that successful acceleration programs and ability groupings should fulfil some important criteria; pupils’ participation should be voluntary, the teaching should be adapted to the capacity of participants, introduced tasks should be challenging, by offering more depth and less breadth within a certain topic, and teachers engaged in these practices should be prepared for the characteristics of gifted pupils.The second investigation reports on the interaction of mathematical abilities and the role of mathematical memory in the context of non-routine problems. In this respect, six Swedish high-achieving students from upper secondary school were observed individually on two occasions approximately one year apart. For these studies, an analytical framework, based on the mathematical ability defined by Krutetskii (1976), was developed. Concerning the interaction of mathematical abilities, it was found that every problem-solving activity started with an orientation phase, which was followed by a phase of processing mathematical information and every activity ended with a checking phase, when the correctness of obtained results was controlled. Further, mathematical memory was observed in close interaction with the ability to obtain and formalize mathematical information, for relatively small amounts of the total time dedicated to problem solving. Participants selected problem-solving methods at the orientation phase and found it difficult to abandon or modify those methods. In addition, when solving problems one year apart, even when not recalling the previously solved problem, participants approached both problems with methods that were identical at the individual level. The analyses show that participants who applied algebraic methods were more successful than participants who applied particular methods. Thus, by demonstrating that the success of participants’ problem-solving activities is dependent on applied methods, it is suggested that mathematical memory, despite its relatively modest presence, has a pivotal role in participants’ problem-solving activities. Finally, it is indicated that participants who applied particular methods were not able to generalize mathematical relations and operations – a mathematical ability considered an important prerequisite for the development of mathematical memory – at appropriate levels.
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