| 1. |
- 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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| 2. |
- Christiansen, Iben Maj, et al.
(författare)
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THE DESIRED TEACHER REFLECTED IN RESEARCH ARTICLES ON PRACTICUM
- 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. 259-266
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Konferensbidrag (refereegranskat)abstract
- Starting from questions about what is privileged in mathematics teacher education, we conducted a systematic review of research on practicum. One element was to in-terrogate the notion of the desired mathematics (student) teacher reflected in existing research. Selecting peer reviewed, empirically based articles for 2001-2017 resulted in the inclusion of 51 articles. Our findings suggest the desired teacher implied in papers to have content knowledge, MKT/PCK, positive beliefs and attitudes, and the ability to reflect on teaching. Teachers who can exercise reasoned judgement were more frequently valued than teachers who can implement specific practices.
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| 3. |
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| 4. |
- Eriksson, Helena
(författare)
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Identifying algebraic reasoning about fractions
- 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. 255-262
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Konferensbidrag (refereegranskat)abstract
- The issue for this paper is to identify algebraic reasoning through students´sense-making actions, during a lesson, where students and a teacher develop learning models for mixed numbers. The analysis focuses the students’ work, trying to make sense of the unknown fractional part of the number. This unknown part was elaborated when the students suggested to “add a little bit more” to construct equality. The un-known part developed to a fractional part with help of an emerging learning model containing algebraic symbols: B=W+p/a. In this activity. The potentialities in the students’ algebraic reasoning were identifyed as: an additive relationship between the integer and the fractional part of the number, and a multiplicative relationship between the numerator and the denominator in this fractional part.
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| 5. |
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| 6. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Mathematics education research in Sweden: National presentation at PME 42
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 273-297). E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). - Umeå, Sweden : PME. - 0771-100X. - 9789176019023
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Konferensbidrag (refereegranskat)abstract
- We tell our story of mathematics education research in Sweden by looking at the present situation as well as the historic development leading up to where we are today.
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| 7. |
- Skog, Kicki, et al.
(författare)
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CONSIDERING THE DESIRED TEACHER OF MATHEMATICS TEACHER 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. 211-212
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Konferensbidrag (refereegranskat)abstract
- Teacher education generally has both a contextual component of observing and teaching in schools, and decontextualized elements in university courses (cf. Tatto et al., 2012). University courses may be content courses, general pedagogical courses, or mathematics education courses. The assessment criteria of each component or course transmit, both explicitly and implicitly, notions of the desired teacher. Our key concept is the desired teacher. This recognises the teacher as both a subject and as subjected to discourses of power which constitute categories such as ‘teacher’ and ‘good teacher’ (cf. Montecino & Valero, 2015). Notions or images of the desired teacher produce ‘regimes of truth’ which normalise reflection - or not, normalise transformation of content as part of teaching - or not, etc. The notion of what the good teacher is, has varied over time and place. Images of the charismatic teacher with the disposition to teach, have been around for a long time, and still prevail in popular culture (Connell, 2009). Connell also identified a technical-professional model, which prevails in descriptions of teachers’ “technical know-how”. But what are current, competing, contrasting or co-existing images of the desired teacher? This gives rise to this question guiding the work in the group: What are the images of the desired teacher reflected in references to desired knowledge and valued application practices, in institutional materials etc.?
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| 8. |
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| 9. |
- Sumpter, Lovisa, et al.
(författare)
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Gender as cultural construct : Theoretical issues
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. - Umeå : International Group for the Psychology of Mathematics Education (PME). - 9789176019023 ; , s. 165-165
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Konferensbidrag (refereegranskat)
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| 10. |
- Viirman, Olov, 1971-, et al.
(författare)
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Ritualised and exploratory graphing routines in mathematical modelling : The Digoxin task
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). - 9789176019023 ; , s. 363-370
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Konferensbidrag (refereegranskat)abstract
- The project we report from in this paper explores whether and how, biology students’ competence and confidence in – as well as appreciation for – mathematics in their discipline can be improved through greater integration of mathematics and biology in their study programme. Here, we examine biology students’ mathematical discourse as they engage with a biology-related Mathematical Modelling (MM) activity, the Digoxin task. We report commognitive analyses of data collected during sessions in which biology-related MM activities were introduced to undergraduate biology students (four sessions with 12 first-semester students).We focus on the interplay between students’ ritualised and exploratory engagement with the activity, particularly concerning graphing routines, and consider pedagogical implications.
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| 11. |
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| 12. |
- Wedman, Lotta, 1975-
(författare)
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A concept analysis of the notion concept : Contributions of an analysing tool
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4). - Umeå, Sweden. - 0771-100X. - 9789176019023 ; , s. 411-418
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Konferensbidrag (refereegranskat)abstract
- The word ‘concept’ is used with several meanings in mathematics education. In order to obtain a coherent theoretical framework, a concept analysis of the notion concept is performed for some current frameworks in the field. The taken approach includes creating a tool for analysing views on concept, based on a literature review in philosophy. This tool uses three distinctions of views on concept: mental versus abstract, subjective versus intersubjective, and molecular versus holistic. Examples from texts in mathematics education are given, where the three distinctions are present. Further, the taken approach offers a perspective on concept that simplifies comparisons between frameworks.
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