| 1. |
- Ingegnoli, Francesca, et al.
(författare)
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A comparison between nailfold capillaroscopy patterns in adulthood in juvenile and adult-onset systemic sclerosis: A EUSTAR exploratory study
- 2015
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Ingår i: Microvascular Research. - : Elsevier BV. - 1095-9319 .- 0026-2862. ; 102, s. 19-24
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Qualitative capillaroscopy patterns in juvenile- and adult-onset systemic sclerosis (SSc) were studied in adulthood using data from the EULAR Scleroderma Trials and Research (EUSTAR) database. Methods: Data collected between June 2004 and April 2013 were examined with focus on capillaroscopy. In this retrospective exploratory study, series of patients with juvenile-onset SSc were matched with series of adult-onset SSc having the same gender and autoantibody profile. Results: 30 of 123 patients with juvenile-onset and 2108 of 7133 with adult-onset SSc had data on capillaroscopy. Juvenile-onset SSc showed scleroderma pattern more frequently than adult-onset SSc (93.3% and 88%). The OR was 2.44 and 95% Cl 0.57-10.41. An active scleroderma pattern was present in 58% of juvenile- and 61% of adult-onset SSc. The OR was 0.91 and 95% Cl 0.28-2.93. The late scleroderma pattern was present in 61% of juvenile- and 55.5% of adult-onset SSc. The OR was 1.06 and 95% Cl 0.34-3.56. Conclusion: This is the first exploratory study on the comparison of capillaroscopy between juvenile- and adult-onset SSc in adulthood. Juvenile-onset SSc had an increase prevalence of sderoderma pattern, but a similar distribution of the three patterns was suggested. Further studies are needed to define this issue. (C) 2015 Elsevier Inc. All rights reserved.
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| 2. |
- Abtahi, Yasmine, et al.
(författare)
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Otherness in mathematics education
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. - Umeå, Sweden : PME. - 9789176019023 ; , s. 95-124
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Konferensbidrag (refereegranskat)
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| 3. |
- Ahl, Linda Marie, 1970-
(författare)
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Individualized Mathematics Instruction for Adults : The Prison Education Context
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Individualized instruction tailors content, instructional technology, and pace to the abilities and interests of each student. Carrying out individualized instruction for adults returning to mathematics after some years away from schooling entail special challenges. Adults have, to a greater extent than children and adolescents, various prior knowledge from former schooling. Their rationales for learning mathematics differ from children and adolescents. The main triggers for adults to study mathematics are to get qualification for further studies; to prove that they can succeed in a subject where they have previously experienced failure; to help their children and to experience understanding and enjoyment. Adults also struggle with negative affective feelings against mathematics as a subject and with mathematics anxiety to a greater extent than children and adolescent learners. Much is known about the special challenges in teaching adults but less is known of how to adapt this knowledge into teaching practice. This thesis addresses the aim of how to organize individual mathematics instruction for adult students without an upper secondary diploma, so that they are given opportunities to succeed with their studies and reach their individual goals. In the context of the Swedish prison education program four case studies were conducted to address the aim. The methods used were: development and evaluation of a student test of prior knowledge on proportional reasoning combined with clinical interviews; interviews focusing on a student’s rationales for learning; a retrospective analysis of events in relation to feedback situations; an analysis of a common student error in relation to the role of language representation as a signifier for triggering students’ schemes.The results showed, first, that the test together with the clinical interview elicited students’ prior knowledge on proportional reasoning well and that different students could be classified in qualitatively different ways. Second, that the theoretical construct of instrumental- and social rationales for learning was useful for understanding a student’s initial and changing motivation in relation to the teaching and to the practice of mathematics the teaching entails. Third, that a delay between written and oral feedback worked as a mechanism that gave the receiver time and space to reflect on the feedback, which led to circumventing situations where the student ended up in affect that hindered him from receiving the teacher’s message. Forth, that a linguistic representation in the problem formulation led to a common error, triggering two separate schemes. As a result of the analysis, a theoretical extension of Vergnaud’s theory was suggested by detailing the relationship between schemes and semiotics.The results are transformed into a model for individualized mathematics instruction of adults, MIMIA, in the Swedish prison education program. MIMIA consist of a flowchart for using practical- and thinking tools for individualizing instruction. The practical tools are used to elicit students’ prior knowledge and organize feedback situations for adults with negative affective feelings towards mathematics. The thinking tools are used to understand and classify adult students’ rationales for learning and to analyze students’ solution schemes in relation to language representations in the problem statements.
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| 4. |
- Andersson, Annica, et al.
(författare)
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"I am [not always] a maths hater" : Shifting students' identity narratives in context
- 2015
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 90:2, s. 143-161
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Tidskriftsartikel (refereegranskat)abstract
- In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times. Identity narratives such as that of being a maths hater were linked to the learning opportunities. The connections between identity narratives and contexts suggest that how students are categorised in mathematics education needs to be queried, as these categorisations have an impact on students' learning of mathematics.
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| 5. |
- Andersson, Annica, et al.
(författare)
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Mathematics education giving meaning to Social Science students : A case from Sweden
- 2009
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Konferensbidrag (refereegranskat)abstract
- Compulsory mathematics for social science students is problematic. We discuss the case of a group of students in Sweden who met a mathematics course inspired on the ideas of critical mathematics education and ethnomathematics. The evidence collected about students’ experiences on this course indicate that opening a space for agency and linking mathematics to their foregrounds can be the basis for a more meaningful mathematical experience. Such as experience has the potential of contributing to the process of students’ subjectification.
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| 6. |
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| 7. |
- Andrade-Molina, Melissa, et al.
(författare)
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Lo ético-político en la educación matemática : Conceptos y retos para la práctica
- 2019
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Ingår i: Uno – Revista de didáctica de las matemáticas. - 2014-4784. ; 84, s. 7-14
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Tidskriftsartikel (refereegranskat)abstract
- Investigaciones internacionales estudian la ética como una forma de relación con el otro, presuponiendo una posición donde lo ético y lo político son inseparables. Esta posición permite cuestionar la neutralidad de las matemáticas escolares. El resultado es un llamado al profesorado para problematizar su labor docente y a abrirse a un encuentro dialógico con un otro diferente.
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| 8. |
- Andrade-Molina, Melissa, et al.
(författare)
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News, Media(s) and the Shaping of Mathematics Education
- 2019
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Ingår i: Canadian Journal of Science, Mathematics and Technology Education. - : Springer Science and Business Media LLC. - 1492-6156 .- 1942-4051. ; 19:1, s. 77-81
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Andrade-Molina, Melissa, et al.
(författare)
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The Amalgam of Faith and Reason : Euclid’s Elements and the Scientific Thinker
- 2018
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Ingår i: The Philosophy of Mathematics Education Today. - Cham : Springer. - 9783319777597 - 9783319777603 ; , s. 99-111
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Bokkapitel (refereegranskat)abstract
- Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science—not of faith and religion—and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. The effect of power is the making of the Modern scientific thinker.
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| 10. |
- Andrade-Molina, Melissa, et al.
(författare)
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The Effects of School Geometry in the Shaping of a Desired Child : Challenging the Sociopolitical Dimensions of Research
- 2017
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Ingår i: The Disorder of Mathematics Education. - Cham : Springer. - 9783319340050 - 9783319340067 ; , s. 251-270
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Bokkapitel (refereegranskat)abstract
- In this chapter we explore how school geometry becomes a technology for the government of the self, and how the pedagogical devices of school geometry conduct students’ ways of thinking and acting. We contend that students, in their working with pedagogical devices, engage in a training process in which they learn to regulate their own conduct so that they perceive space through the trained eyes of reason provided by Euclidean, school geometry. Our contribution is an analysis of the power effects of school geometry in terms of the fabrication of children’s subjectivities towards the shaping of the desired child of society.
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