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| 2. |
- Ekström, Jesper, et al.
(författare)
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A Simple and Efficient Catalytic Method for the Reduction of Ketones
- 2007
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Ingår i: Advanced Synthesis and Catalysis. - : Wiley. - 1615-4150 .- 1615-4169. ; 349:10, s. 1609-1613
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Tidskriftsartikel (refereegranskat)abstract
- A range of ketones was efficiently reduced in the presence of catalytic amounts of lithium isopropoxide in 2-propanol under microwave heating, with alcohol products being formed in yields up to 99 %.
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| 3. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Enabling students’ participation in algebraic reasoning with ‘learning models’ as tools for theoretical work
- 2019
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Ingår i: NOFA7 Abstracts.
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Konferensbidrag (refereegranskat)abstract
- The issue for this paper is to discuss conditions for students’ participation in theoretical classroom discussions. In order to develop students’ ability to reason and solve problems algebraically Lins and Kaput (2004) argue that it is important to introduce algebra early in mathematics education. In line with this, researchers working within the sociocultural tradition argue that this may start as early as in first grade (Lins & Kaput, 2004). The so-called Davydov programme (e.g. Schmittau, 2005) is referred to as a promising alternative type of teaching, enhancing young students’ capability to reason algebraically. Central to the Davydov programme is the concept of ’learning model’. Such models (not to be confused with mathematical models) are used to enable students’ elaboration of mathematical phenomena. The characteristics of a learning model is that it materialises central theoretical aspects of a content. Further, it creates specific conditions necessary for students to understand and elaborate on each other’s arguments. However, there are many demanding issues related to the design of such learning models that needs to be further developed. In this paper we address the following research question: What in students’ classroom discussions can be taken as signs of emergent ability to reason algebraically? In this paper we use data from two learning studies conducted in 2017–2018. One in grade 1 (age 7) with three iteratively designed and revised lessons, and one in grade 5 (age 11) with four iteratively designed and revised lessons. We focus especially on how students use learning models as tools to enforce and maintain a collective reasoning indifferent communicative situations. To identify possible algebraic reasoning we have analyzed the communicative situations by drawing upon Toulmin’s (2003) model of argumentation with claim, data, warrant and backing. The tentative results indicate that the ability to work with the learning models not only facilitated an individual student to clarify and substantiate his or her arguments, but also enabled other students to follow and elaborate on the reasoning. This paper also contributes with examples of tasks and especially how to set the tasks in motion to enable students’ theoretical work.
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| 4. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
- 2019
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 24:3-4, s. 81-106
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att beskriva och diskutera vilka funktioner lärandemodeller kan ha för att främja yngre elevers kollektiva diskussioner om algebraiska uttryck. Artikeln bygger på data från ett designforskningsprojekt baserat på Davydovs principer för lärandeverksamhet, bestående av videofilmade forskningslektioner i årskurs1 och 5. Analysen fokuserar på vad som skapar förutsättningar för helklassdiskussioner om algebraiska uttryck, hur de drivs framåt och kvalificeras samt vilka funktioner lärandemodeller kan ha för elevernas utforskande av matematiska strukturer och relationer i algebraiska uttryck. Resultatet indikerar att lärandemodeller som medierande redskap gör det möjligt för eleverna att föra kreativa och reflekterande diskussioner om algebraiska uttryck och deras komponenter.
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| 5. |
- Eriksson, Inger, et al.
(författare)
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Same critical aspects regardless of age – indicating lack of experiences of algebraic expressions
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue for this paper is to discuss what can explain that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching. Data comes from a three-year-long learning study project conducted in four different Swedish schools, in K–9: preschool, grade 4, 6 and 9 respectively. Understanding what students yet need to learn in relation to a specific content is of importance if to organize a teaching situation where students can work in a zone of proximal development (Vygotsky, 1986). Within the theory of variation the concept of critical aspects is regarded as bearing such information for teachers to use when designing teaching (Marton, 2005; Runesson, 2013).In the research project we used phenomenography as a theoretical framework in search for critical aspects. Phenomenography is a research approach aiming to understand qualitatively different ways of experiencing a phenomenon. A basic assumption is that we, on the basis of what we have experienced in life, what situations and problems we encountered, experience a phenomenon in a specific way (Marton, 1981; Eriksson, 1999). But the ways we experience a phenomenon do not vary very much. This is believed to be because the contexts and activities do not vary at all. A phenomenographical analysis tends to result in a limited but qualitatively different way of experiencing a phenomenon (Eriksson, 1999). Critical aspects can be identified when comparing different ways of experiencing a phenomenon.The research question addressed in this paper is what possible explanations can be found that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching.In order to identify critical aspects groups of students from each grade were interviewed when presented algebraic expressions and some possible answers. The interviews were transcribed and phenomenographically analysed.The results indicates that regardless of earlier schooling the students experienced the phenomenon of algebraic expressions in a similar way and thus same critical aspects were identified as needed to discern for the students in the four grades. Based on the analysis three different critical aspects were identified. Students from preschool class and grade 4 were interviewed during the first project year and the students from Grade 6 and 10 the second project year. The analysis from the first project year resulted in critical aspects common for the students and that was not so surprising since we knew that these students had not yet experienced algebraic expressions. However almost the same critical aspects were identified in the analysis of the interviewed students in Grade 6 and 9 during second project year. This was more of a surprise since the students had met algebraic expressions in school.The discussion will focus on these findings in relation to what possible experiences student may have of discerning aspects of algebraic expressions in relation to the content of mathematical education.
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| 6. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Tasks, tools, and mediated actions – promoting collective theoretical work on algebraic expressions
- 2021
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 26:3–4, s. 29-52
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to exemplify and discuss what teachers using learning activity need to consider when planning and supporting students’ collective theoretical work on algebraic expressions. Data are from two iteratively developed research lessons in two Grade 7 classes. The analysis focuses on students’ tool-mediated actions, the mathematical content processed, how the content is dealt with, and on identifying the crucial aspects that enable collective theoretical work. The result provides examples of how the content of the task, its design, and its tools, as well as the teacher’s and students’ tool-mediated actions are crucial factors in the promotion of collective theoretical work.
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| 7. |
- Fred, Jenny, 1972-, et al.
(författare)
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Förmågan att föra och följa algebraiska resonemang – utmaningar för undervisningen i grund- och gymnasieskolan
- 2017
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Konferensbidrag (refereegranskat)abstract
- Algebra används vanligen vid problemlösning och är ett redskap för att lösa ekvationer. De uppgifter som ofta används när algebra introduceras är i de flesta fall aritmetiska i sin grund (Gravemeijer, 2002; Kieran, 2006; Lins & Kaput, 2004; Radford, 2010). Greer (2008), Kaput (1999) och Usiskin (1988) pekar dock på att undervisningen i algebra behöver skapa förutsättningar för elever att utveckla förmågor som att resonera algebraiskt, att göra algebraiska generaliseringar samt att använda algebraiska representationer snarare än på att lära ut ett antal procedurer.Presentationen tar sin utgångspunkt i forskningsprojektet, Förmågan att föra och följa algebraiska resonemang – utmaningar för undervisningen i grundskolan och gymnasiet. Projektet är kollaborativt utformat där forskare och lärare med hjälp av Learning study som forskningsansats iterativt utvecklar undervisningen (Marton, 2014). Syftet med projektet är att utforska hur matematikundervisningen kan utformas så att elever ges förbättrade möjligheter att utveckla förmågan att kunna föra och följa algebraiska resonemang. I projektet kommer fyra stycken Learning studies att genomföras i årskurserna; 1–3, 4–6 och 7–9 i grundskolan samt på ett yrkesprogram på gymnasiet. I de fyra delstudierna undersöks och analyseras vad i undervisningen som främjar elevernas kunskapsutveckling, vad som kan ses som tecken på framväxande algebraisk resonemangsförmåga samt hur denna förmåga kan bedömas.Under vårterminen 2017 har, som ett första steg, en fenomenografisk analys genomförts i årskurs 1–3 och i årskurs 4–6. Syftet med den fenomenografiska analysen var att utforska de aktuella elevgruppernas kvalitativt skilda uppfattningar av algebraiska uttryck. Analysen bygger på semistrukturerade elevintervjuer vilka har videofilmats och transkriberats. För att fånga elevers uppfattningar av ett fenomen, i det här fallet algebraiska uttryck, är man beroende av att få eleverna att prata, att resonera och diskutera. Detta är inte lätt, då risken är överhängande att eleverna endast svarar enstavigt eller hindras av att de tror att det finns ett rätt svar. I relation till fenomenografiska analyser är det alltså av avgörande betydelse att lyckas få eleverna att prata, vilket presentationen kommer att belysa och diskutera. Vilken betydelse har de situationer man försätter eleverna i för vilket datamaterial man får? Vilka frågor hindrar respektive främjar elevers responser?
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| 8. |
- Janjetovic, Mario, et al.
(författare)
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Solvent dependent reductive defluorination of aliphatic C-F bonds employing Sm(HMDS)(2)
- 2013
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Ingår i: Chemical Communications. - : Royal Society of Chemistry (RSC). - 1359-7345 .- 1364-548X. ; 49:18, s. 1826-1828
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Tidskriftsartikel (refereegranskat)abstract
- Sm(HMDS)(2) in n-hexane mediates fast cleavage of primary, secondary and tertiary alkyl fluorides in good to excellent yields. In n-hexane Sm(HMDS)(2) exhibits uniquely enhanced reductive ability towards the C-F bond compared to when using THF as solvent.
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| 9. |
- Jervaeus, Anna, et al.
(författare)
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Exploring childhood cancer survivors' views about sex and sexual experiences -findings from online focus group discussions.
- 2016
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Ingår i: European Journal of Oncology Nursing. - : Elsevier BV. - 1462-3889 .- 1532-2122. ; 20, s. 165-172
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: To explore childhood cancer survivors' views about sex and sexual experiences and, as an additional aim, their possible needs for care and support from health care professionals regarding sexual life.METHODS: Written online focus group discussions were performed with survivors of childhood cancer, identified through the Swedish Childhood Cancer Registry; 133 (36%; aged 16-25) participated. Written text was analysed using qualitative content analysis.RESULTS: The analysis resulted in one main category: Could my cancer experience have an impact on my sexual life? with four generic categories: Sex considered to be good, Feeling insecure and falling behind, Relating sex to a stable relationship and Concerns related to the physical body. In general, participants had not reflected on the possibility that their cancer experience could impact on sexual life. Sex was often considered to be something natural, important and taken for granted. However, thoughts and worries were expressed including being shy, feeling insecure and falling behind peers. Physical concerns included vaginal dryness and difficulties related to erection and reaching orgasm. Many participants stated that sexual issues had not been discussed with health care professionals, however, the need for such support differed.CONCLUSIONS: Many of the childhood cancer survivors' did not relate their sexual experiences to previous cancer treatment. However, problems were expressed, both of emotional and physical nature. Many participants stated that they had not received any information or support regarding sexual issues from health care professionals, why it is recommended to be regularly addressed in follow-up care.
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| 10. |
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