| 1. |
- Andersson, Annica, et al.
(författare)
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Democratic Actions in School Mathematics and the Dilemma of Conflicting Values
- 2019
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Ingår i: Values and Valuing in Mathematics Education. - Cham : Springer. - 9783030168919 - 9783030168926 ; , s. 69-88
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Bokkapitel (refereegranskat)abstract
- This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students’ wishes and concerns; and students’ valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value “knowing the times tables” and “teachers’ explanations” and “correctness” over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers’ explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children’s books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.
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| 2. |
- Andersson, Annica, et al.
(författare)
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Measuring Immesurable Values
- 2013
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Ingår i: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. - : International Group for the Psychology of Mathematics Education (PME). ; , s. 17-24
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Konferensbidrag (refereegranskat)abstract
- This paper critically explores research on values in mathematics education from a methodological perspective. In the contexts of conducting large-scale international collaborations and comparisons we problematize the interpretation of learning activities as indicators of a certain value. Interviews with students supported our work, and we argue that a learning activity can be interpreted out of different categories of values, depending on the context.
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| 3. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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Images of the desired teacher in practicum observation protocols
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:4, s. 439-460
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Tidskriftsartikel (refereegranskat)abstract
- ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.
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| 4. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 5. |
- 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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| 6. |
- Danielsson, Anna, et al.
(författare)
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Walking ethnographies in higher education spaces of physics
- 2023
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Ingår i: ECER 2023. - : EERA.
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Konferensbidrag (refereegranskat)abstract
- This presentation draws on the methodological pilot from a new research project focused on in/exclusion in higher education physics and mathematics (PI: last author), illustrating the reciprocal process of theoretical and methodological fine-tuning as the project literally takes its first empirical steps during walking ethnographies in higher education settings. The project explores the paths of students from under-represented groups into the fields of physics and mathematics, and the identities that they build as they engage with these disciplinary areas. We are inspired by socio-material perspectives that consider humans and nonhumans as constantly performed and enacted (de Freitas & Curinga, 2015). In their engagement with the disciplines of physics and mathematics, the students link into socio-historic practices and virtues, learning those through participation (Daston & Gallison 2007). From such a perspective, scientific knowledge can not be separated from the knower. More specifically, Mol (2002) argues that objects and subjects need to be understood as enacted inseparably in the multiple materialized relations of scientific practice. As such, human actors, scientific practices, materialities are all entangled in distributed networks of materialization of practice. Identity can be studied by tracing the assemblages of practice in which bodies, spaces and materials - objects, instruments, artefacts, matter - as well as language as materialities come to be connected (Acton 2017). In order to trace the reciprocity of student identities and scientific materialities we use walking ethnographies to identify configurations of identity that promote students’ successful engagement. In the walking ethnographies students are invited to take the researcher around places of importance to them as physics or mathematics students (e.g. laboratories, lecture halls, social areas, study spaces), focusing on the use of materials in the places (e.g. which objects, materials, instruments are used how and where), how the students experience the places (e.g. as contributing to a sense of belonging or competence, safety and/or insecurity) and their engagement with the room distribution, instruments and other artefacts in these spaces. As such, our methodological pilot seeks to sharpen our ethnographic gaze and our analytical apparatus. In the conference presentation we focus on how the data generated during the walking ethnographies is entangled with our theoretical vantage points, both in the generation and the analysis of the data.
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| 7. |
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| 8. |
- Flodin, Veronica, et al.
(författare)
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Utveckling av trepartssamtal inom kompletterande pedagogisk utveckling (KPU)
- 2020
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Ingår i: Lärarkonferens2020- möjligheter med akademisk lärarskap. ; , s. 25-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:•Tekniska krav och hantering av GDPR•Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser•Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet•Studenters och lärares engagemang och medverkan i projektet•Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar
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| 9. |
- 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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| 10. |
- Valero, Paola, Professor, 1971-, et al.
(författare)
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Diversity and inclusion in mathematics teacher education : Lessons from Chile and Sweden
- 2021
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Ingår i: Exploring new ways to connect. - Hamburg : Tredition. - 9783347398825 - 9783347398832 ; , s. 107-110
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Konferensbidrag (refereegranskat)abstract
- Based on the examination of Chilean and Swedish research, the symposium addresses the possibilities and challenges for researching diversity and inclusion in mathematics pre- and in-service teacher education. Departing form concrete localized research and its contextual, theoretical and methodological stances, larger reflections and implications for the education of mathematics teachers that may lead to an increased sensitivity towards students’ diversities and their impact in inclusion of students and change of educational experiences in mathematics are drawn.
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| 11. |
- Österling, Lisa, et al.
(författare)
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Balancing students' valuing and mathematical values
- 2015
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Ingår i: Proceedings of the Eighth International Mathematics Education and Society Conference. - Portland, OR : Portland State University. ; , s. 860-872
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Konferensbidrag (refereegranskat)abstract
- The students’ influence and responsibilities on content and learning processes are important objectives emphasised in all steering documents for Swedish education. However, results from a large-scale survey exploring what students find important for learning mathematics show that students may not value such openness in mathematics teaching and learning. We found that aligning teaching to students’ valuing would rather conserve a tradition of teacher authority. In this discussion essay, these results will be related to the obstacles teachers may experience when fulfilling educational objectives of students’ responsibility, participation, and influence on the planning of teaching and learning mathematics.
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| 12. |
- Österling, Lisa, 1972-
(författare)
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Bilder med makt över matematiklärarutbildningen
- 2022
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Ingår i: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176351987 - 9789176351994 - 9789176352007 - 9789176352014 ; , s. 207-233
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Bokkapitel (refereegranskat)abstract
- Det finns många bilder av vad som är en bra matematiklärare. Det här bokkapitlet belyser de bilder som målas upp i den senaste lärarutbildningsutredningen. Genom en textanalys av de stycken som handlar om matematik framträder fyra bilder som begär olika saker av matematikläraren och lärarutbildningen: läraren ska vara ämneskunnig, undervisningsskicklig, intresseutvecklande och dessutom vara född med rätt biologisk, social och kulturell bakgrund. I utredningen framträder en bild av matematikämnet som en rad användbara fakta och beräkningsstrategier, och det målas upp som något förgivettaget gott att matematikelever behöver bli intresserade av och lära sig använda matematik. Att elever ibland inte lär sig matematik kommer därför att reflekteras i bilden av matematikläraren, där både matematikläraren och matematiklärarutbildningen målas upp som bristfälliga. Genom att bilden synliggör en viss typ av matematiklärarstudent, medan andra blir osynliga, har bilden makten att både inkludera och exkludera studenter.
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| 13. |
- Österling, Lisa, 1972-
(författare)
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Desires for mathematics teachers and their knowledge : Practicum, practices, and policy in mathematics teacher education
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study.Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines.In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education.Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers.
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| 14. |
- Österling, Lisa
(författare)
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inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:3, s. 519-532
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Tidskriftsartikel (refereegranskat)abstract
- The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice.
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| 15. |
- Österling, Lisa, 1972-
(författare)
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Mathematics Student Teachers’ Confessional Reflections
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; :38
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- As part of practicum, student teachers are often asked to provide written reflections on their teaching, sometimes in the form ofself-inquiry confessions. Confessional practices in teacher education havebeen critiqued in earlier research, andthis article provide an empirically-based discussion from four student teachers’ reflectivelogbooks. The findings show and how confessional reflections are entangled with five discourses aboutgood teachers:they interactwithlearners, follow curriculum, legitimise mathematics, use educational theory, andhold particular attributes of body and soul. The first move in confessions, the self-examination, was part of all four logbooks. However, it was rarely used for the second move of self-improvement. From this, the purposefulness of confessional reflections can be questioned, and hence the ethical considerations of intruding student teachers’ integrity by assessing their inner feelings and beliefs.
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| 16. |
- Österling, Lisa, 1972-
(författare)
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Mentoring mathematical de-ritualisation
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Post-lesson conversations between student teachers and their mentor teachers is an opportunity for learning to teach mathematics. However, there is a plethora of perspectives on how mathematics should be taught, and therefore the question posed addresses what de-ritualising routines mentor teachers privilege in their mentoring of mathematics student teachers. The data consisted of post-lesson mentor conversations from six pairs of mentors and mentees. From the conversations, the parts where the use of time was discussed were selected for an analysis of privileged teaching approaches. The analytic approach for teaching was based on de-ritualising prompts, developed in commognitive theory for learning mathematics. The main finding was that mentor teachers privilege learner agentivity in mathematics teaching. Mentors foregrounded how such agentivity relates to both contextual restraints in the classroom and to other de-ritualising steps. One contribution of this study was de-ritualising processes as a unifying conceptualisation of teaching activities and mathematics learning. A second contribution was the unique opportunity mentors provide for student teachers learning, where de-ritualising prompts in mathematics teaching are related to a classroom context with constraints of time and learners needs.
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| 17. |
- Österling, Lisa, 1972-
(författare)
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Operationalising de-ritualisation for the analysis of teaching-as-usual
- 2022
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Ingår i: Proceedings of the Twelfth Congress ofthe European Society for Research in Mathematics Education (CERME12). - Bozen-Bolzano : Free University of Bozen-Bolzano, Italy and ERME. - 9791221025378 ; , s. 3229-3236
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Konferensbidrag (refereegranskat)abstract
- To trace and represent changes in mathematics teaching over time is a challenge for research. This methodological paper proposes a framework for visually representing teacher moves in mathematics lessons. Based on commognitive theory, a framework of de-ritualising moves towards explorative teaching is developed. Two lessons of mathematics student teachers ‘teaching-as-usual’ in their final practicum are used for the development of a coding-scheme. The analysis enables to represent several de-ritualising moves, and the visual and fine-grained analysis is a promising result for longitudinal research on de-ritualisations in teaching-as-usual.
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| 18. |
- Österling, Lisa, et al.
(författare)
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Productive Ways of Organising Practicum – What do we Know? A Systematic Review
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. - Haifa : International Group for the Psychology of Mathematics Education (PME). - 9789176019047 ; , s. 443-450
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Konferensbidrag (refereegranskat)abstract
- The starting point for this review are questions on the empirical base for the organization of practicum. Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.
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| 19. |
- Österling, Lisa, 1972-, et al.
(författare)
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Transforming Powers in a Magic Pill that Makes Anyone Good at Mathematics
- 2024
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Ingår i: Values and Valuing in Mathematics Education. - : Springer. - 9789819994533 - 9789819994540 ; , s. 443-463
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Bokkapitel (refereegranskat)abstract
- We asked students to propose three ingredients for a magic pill to make anyone “very good at mathematics” in our Swedish context. This chapter engages both what students perceive as values in mathematics, and what they put up as characteristics for persons who know mathematics. We include a political dimension on the processes of inclusion and exclusion to understand the transforming powers in a pill for making anyone “very good at mathematics”. 735 Swedish students in grade five and eight answered the question. The results show how students put mathematical facts about numbers and calculations in their pills, together with ingredients to make you fast and intelligent, but also magic, such as unicorns. Ingredients transforming the person taking the pill were more common for girls. The suggested ingredients are reminders of the importance of reducing the emphasis on exclusionary practices, based on ability or being fast when doing mathematics. Instead, the recommendation for teachers is to include “an ounce of joy and happiness”, as one girl puts in her pill.
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| 20. |
- Österling, Lisa, 1972-, et al.
(författare)
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Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities
- 2022
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Ingår i: International Electronic Journal of Mathematics Education. - : Modestum Publishing Ltd. - 1306-3030. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- There is a widespread conviction in research on teacher education that practicum contributes to the development of student teachers’ inner qualities. This article presents a systematic review of empirical research articles on teacher affect, identities, and conceptions of mathematics, based on 87 publications from 2001-2021. Becoming a teacher is described as a slow, uncertain, and individual process, with varied assumptions about what or whom the prospective teacher needs to become or feel. Generally, a synthesis was difficult, partly due to contextual as well as methodological differences among the included articles. Still, we could conclude how tensions between identities endorsed by school and university became influential for identity development. For affect, we saw contradictory results in how positive attitudes to mathematics can increase or decrease after practicum, and in how stable they are. Studies disagreed on the extent to which students’ attitudes and beliefs determine their teaching approach. Despite this complexity, practicum-as-usual appears less successful than various interventions. This may have to do with the widespread implementation fidelity perspective, or with aspects focused on interventions being made more accessible for participants.
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