| 1. |
- Berggren, Johannes
(författare)
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An important part of the whole : The role of metaphors in the teaching and learning of mathematics
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to investigate the role of metaphor in the teaching and learning of mathematics. Two different studies help to fulfil this aim.The first study involves a configurative literature review of empirical mathematics education research where two interpretations of the metaphor concept are applied: conceptual metaphor and extraneous metaphor, with the purpose of distinguishing patterns in metaphor concept use. The analysis found explicit, vague, or absent theoretical definitions of the metaphor concept as well as several metaphor examples, and generated three categories of concept use: 1) Conceptual metaphor, 2) Extraneous metaphor, and 3) Potentially conceptual/extraneous. The review stresses the need for a theoretical and empirical distinction between different types of metaphors, to sharpen the analytical tools available to researchers and, by extension, to more clearly highlight the specific function of metaphor in teachers’ classroom work.The second study examines the presence of three conceptual metaphors as the basis for rational numbers as fractions in Swedish textbooks for years 1–3 and which aspects of fractions are distinguished in the student responses required in these books. The results are related to process-object theory (Sfard, 1991), intending to discern the different degrees of reification of the mathematical objects that hypothetically have the opportunity to develop with the help of these metaphors. The results show, in three of the book series, an abundance of labelling exercises related to the metaphor Arithmetic is object construction, mainly with images of geometric shapes. One book series reversely introduces fractions with The measuring stick metaphor and Arithmetic is motion along a path, with representations of number lines in focus. All in all, there is a significant variation between the textbooks, which could have consequences for instruction.This thesis shows the importance of theoretically distinguishing conceptual metaphor from extraneous metaphor, and of understanding their different roles in a teaching and learning context. The thesis also shows how the conceptual metaphors underlying the mathematical concepts describe different aspects of these concepts and that several conceptual metaphors need to be taken into account, together with a consideration of different degrees of reification of the mathematical objects. In addition, the thesis shows that metaphors, as they are understood in Conceptual metaphor theory, point to similar conceptual and discursive processes that can be found in Sfard’s (1991, 2008) more established theories on mathematical conceptualisation.
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| 2. |
- Beyene, Abraham Kumsa, 1980-
(författare)
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Obstacles to students' learning of the limit concept : A comparative study
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores obstacles to students’ learning of the limit of a function as students learn the concept in post-compulsory schools in two culturally different contexts, namely Sweden and Ethiopia. The study investigates obstacles to students’ learning of the intuitive limit concept (the limit concept that is based on the intuitive definition) taught in upper secondary schools of these two contexts and characterises the nature of these obstacles. Additionally, the study compares the obstacles identified in the two contexts.The study uses a collective instrumental case study approach. Data were collected through teacher interviews before and after lessons, lesson observations, student group interviews, and analysis of textbooks and official documents such as curricula and syllabi.The study employed an eclectic conceptual framework that considers the mathematical content, the didactical aspects (teaching) and the students. The study identifies three main categories of obstacles: epistemological obstacles (EOs) arising from the nature of the mathematical concept of limit and other concepts important in limits, didactical obstacles (DOs) arising from teaching practices, and cognitive obstacles (COs) arising from incompatibilities between what is encountered in the lessons and students’ previous knowledge. Within each category, the study lists specific obstacles within each case and then compares and contrasts these. The analysis reveals the dependence of some obstacles on the culture of teaching and the context, particularly DOs and COs. The study also highlights the interplay between different specific obstacles and how the presence of one obstacle can contribute to the occurrence of another. Some of the interplays between some of the specific obstacles seem more common in one of the contexts than the other. For example, in the Swedish case, it was more common that the didactical choices acted on the epistemological obstacles in such a way that didactical obstacles were generated, which then played a role in the occurrence of some cognitive obstacles. This was summarised symbolically as EO→D→DO→CO. On the contrary, in the Ethiopian case, it was more common that the didactical choices impacted on how students understood an idea, which then resulted in the occurrence of cognitive obstacles. This was summarised symbolically as EO→D→C→CO. Thus, the study finds that EOs can be reinforced by the didactical choices reflected in the teaching. Furthermore, the specific EO can have different sources and triggers in the two contexts.Considering two culturally different contexts, this study sheds light on the obstacles to students’ understanding of the limit of a function in their learning of the concept. It highlights the influence of the culture of teaching and the context dependence of obstacles, providing insights into how the nature of the concept, teaching practices, and students’ prior knowledge impact on their learning. The study’s findings contribute to filling the gap in previous research of a lack of evidence concerning the interplay between the three forms of obstacles, the role of teaching culture and context on the occurrence of obstacles, and classroom-based comparative studies on the teaching and learning of the limit concept and calculus. The result of the study may also contribute to informing teaching practice and to the development of teaching strategies and curriculum design for improving students’ understanding of the limit concept and other mathematical concepts in general.
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| 3. |
- Boistrup, Lisa Björklund, 1960-, et al.
(författare)
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Sociopolitiska perspektiv i och på matematikdidaktik
- 2022
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Ingår i: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176351987 - 9789176351994 ; , s. 1-14
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Bokkapitel (refereegranskat)abstract
- Detta inledande kapitel lyfter fram nya trender inom sociopolitisk forskning i matematikdidaktik. Den matematikundervisning som pågår i klassrum är alltid sammanflätad med olika samhälleliga fenomen, så som social kontext, normer och styrdokument, men också kollegor och media. Centrala problemställningar och forskningslitteratur i de sociopolitiska studierna i matematikdidaktik presenteras. Detta fungerar som en bakgrund för tematiseringen av boken och dess kapitel.
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| 4. |
- Christiansen, Iben, et al.
(författare)
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Contexts and concepts : analysing learning tasks in a foundation phase teacher education programme in South Africa
- 2018
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Ingår i: Asia-Pacific Journal of Teacher Education. - 1359-866X .- 1469-2945. ; 46:5, s. 511-526
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Tidskriftsartikel (refereegranskat)abstract
- Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practice-based context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible both the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers’ systematised knowledge and professional judgement.
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| 5. |
- Christiansen, Iben, et al.
(författare)
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Crosscurrents of Swedish Mathematics Teacher Education
- 2021
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Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
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| 6. |
- Christiansen, Iben, 1964-, et al.
(författare)
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Early schooling teachers’ learning from a formal teacher development programme in South Africa
- 2019
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Ingår i: International Journal of Educational Development. - : Elsevier BV. - 0738-0593 .- 1873-4871. ; 66, s. 78-87
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Tidskriftsartikel (refereegranskat)abstract
- Continuing professional development for teachers is seen as an important factor in improving South African education. However, few studies have interrogated the extent to which teachers develop their professional knowledge and competencies by attending formal professional development programmes offered by universities. The purpose of the paper is to compare the results of two tests, which we designed to measure the professional learning of the Foundation Phase (Gr R – Gr 3) teachers who enrolled on an Advanced Certificate for Teaching (ACT) programme, offered by the University of KwaZulu-Natal in South Africa. We designed a pen-and-paper test which the participants completed in February 2014 when they enrolled on the ACT programme and then again in October 2015, when they had completed the two-year part-time programme. A comparison of the test results indicate that teachers may have developed slightly more confidence in some areas, that some shifted their beliefs about teaching and learning yet not always in the desired direction, and that the improvement in conceptual knowledge appeared rather limited. We discuss a range of possible explanations for this.
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| 7. |
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| 8. |
- Christiansen, Iben, 1964-, et al.
(författare)
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Ett tvärsnitt av svensk matematikdidaktiskforskning
- 2022. - 1
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Ingår i: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176352007 ; , s. 15-42
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Bokkapitel (refereegranskat)abstract
- I detta kapitel tittar vi närmare på 38 (20%) av de svenska licentiatupp-satser och doktorsavhandlingar som publicerats mellan 1919 och 2017och samlat ihop forskningsresultat. Först ger vi en idé om vad som tasupp i uppsatserna, och sedan kategoriserar vi dem utifrån vår tolkningav Habermas kunskapsintressen. Denna analys visar att studierna harolika ändamål och att dessa förekommer med olika frekvens. Studiersom vill föreskriva innehåll eller undervisningsmetod —det teknisk-ra-tionella intresset— är väl representerade, och det gäller också studiersom vill förstå sammanhang —det historisk-hermeneutiska intresset.Däremot är studier som siktar mot att avtäcka det förgivettagna —detemancipatoriska intresset— inte lika vanliga. Detta resultat ger en indi-kation om vilka idéer om skola, matematik och undervisning som styr,eller åtminstone avspeglas i, forskningen. Vi diskuterar avslutningsvishur viktigt det är att förhålla sig till vilka intressen och antaganden somstyr ett forskningsresultat, om man ska relatera det till skolans praktik.
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| 9. |
- Christiansen, Iben, 1964-, et al.
(författare)
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Hybrids between rituals and explorative routines : opportunities to learn through guided and recreated exploration
- 2022
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816.
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Tidskriftsartikel (refereegranskat)abstract
- Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by socialreward or by generating a substantiated narrative. Explorative routines in this theorisation mayrefer not to inquiry-based activity but to the result of a student’s routine moving from beingprocess-oriented to becoming outcome-oriented, a deritualisation. Choice of tasks as well asa teacher’s moves ofer students diferent opportunities to engage in rituals, explorative routines and deritualisations. Through nuancing the space spanned by opportunities to engage inrituals and explorative routines respectively, we describe and contrast classroom practices inthree lessons from three contexts. The lessons share a commonality in encouraging explorativeroutines as a starting point, yet being adapted towards ritual activity through decreased openings for student agentivity, fewer invitations for students’ own substantiations or both. We arguethat such adaptations are driven by the teachers’ commitment to reach mathematical closure ina lesson, to balance considerations of the classroom community and individual students and tomeet curricular requirements. Our model helps interrogate the nature and relevance of hybridsof explorative routines and rituals.
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| 10. |
- 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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| 11. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The CALL of Zulu : reflections on the development of a computer-assisted language learning package
- 2021
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Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 34:3, s. 246-269
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Tidskriftsartikel (refereegranskat)abstract
- Few people who did not grow up speaking Zulu have learned the language later. There are limited resources for second language Zulu learning, whether textbooks, readers, or computerised resources. We set out to develop software for this purpose, to support learners’ independent learning. Drawing on research on language learning, we used a number of principles that then informed the design of the programmes. In this paper, we reflect on the applicability of the principles and the difficulties in structuring an application for an agglutinative language.
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| 12. |
- 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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| 13. |
- 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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| 14. |
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| 15. |
- Christiansen, Iben, et al.
(författare)
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Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education : A survey of student experiences
- 2022
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928.
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Tidskriftsartikel (refereegranskat)abstract
- A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities.
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| 16. |
- de Ron, Anette, et al.
(författare)
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Configuring the landscape of research on problem-solving in mathematics teacher education
- 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
- The purpose of this study is to configure the landscape of empirical mathematics educational research onproblem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understoodand used. The method consists of a configurative review of empirical mathematics education research onproblem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspectsof problem-solving in teacher education are connected to and complement each other. Using the model, theconfiguration results in the proposition of four major categories of research on problem-solving in teachereducation. The result indicates an almost equal distribution of research which views problem-solving as an aimfor mathematics education versus research which views problem-solving as a means for learning mathematics.However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarteron pedagogical content knowledge. Implications for teacher education and future research are discussed.
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| 17. |
- Erixon, Eva-Lena, 1968-, et al.
(författare)
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Towards constructive ambiguity : changing views during secondary mathematics teacher education?
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; , s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Previous research on whether pre-service teachers change their views of mathematics and its teaching during their education has mixed results. We pursued a descriptive understanding of the effect of teacher education on the views of teacher education graduates, through using data from ten interviews with Swedish secondary mathematics pre-service teachers. The soon-to-be graduates’ views of mathematics had not changed substantially, and they rarely communicated clear views. The static and dynamic groupings of views coexisted, although dynamic views dominated. We further found indications of a communication view of mathematics. Respondents generally displayed a multifaceted view of mathematics teaching, to which teacher education had contributed. Their views corresponded more frequently with images of the desired teacher as knowledge-transforming and interested. We argue that a multifaceted view of teaching is a welcome outcome for teacher education.
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| 18. |
- Kindenberg, Björn, 1972-
(författare)
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Fixed and fluid : Negotiating genre metastability in instructional practice
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this compilation licentiate thesis, two studies, concerned with genre and genre-based writing, are synthesized and discussed. Genres are often used as a pedagogical device for teaching the writing of educationally valued texts. The focus is on what is here termed genre metastability, a conceptual tool for understanding how these genres can appear both as fixed and as flexible, that is, offering both constraints and creativity for writing. The findings, based on a case study into genre-based history instruction, show how these, ostensibly opposing aspects, coexist in teaching and that they can be productively put to use by teachers as a means of differentiating instruction. Further, the thesis explores how the fixed/flexible dynamic can be used as a tool for understanding how similar types of history texts can offer diametrically opposed historical understanding of content. These findings have implications for teachers, teacher educators, and (history) textbooks in terms of a deepened understanding of how, or rather when, genres constrain, and when they foster creativity.
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| 19. |
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Matematikundervisningens sociopolitiska utmaningar
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Matematikundervisning av idag har en påverkan även utanför klassrummets ramar, inte minst genom matematikens relevans inom kultur, ekonomi, politik och i relation till makt. Sociopolitiska perspektiv i matematikdidaktisk forskning ger insikter om hur utbildningen i matematik är social och politisk. Forskning utifrån dessa perspektiv föreslår både kritiska ifrågasättanden och ännu-inte-tänkta möjligheter för innehåll, undervisning, politik och vidare forskning. Denna bok introducerar, för en större svensk publik, de forskningsinriktningar och strategier som sociopolitiska perspektiv har att erbjuda. I boken illustreras detta på flera sätt. Kapitlen beskriver aktuell forskning om matematikutbildningens sociopolitiska utmaningar i flera olika sammanhang, t.ex. klassrum, fritidshem, läroplaner, matematiklärarutbildning och till och med matematikutbildningsforskning. På detta sätt vidgas perspektiven till grupper av människor, institutioner och krafter, vilka utgör ett nätverk för matematikutbildningspraxis. Kapitlen presenterar annorlunda filosofiska och empiriska studier, baserade på teoretiska verktyg från filosofi, samhällsvetenskap och kulturstudier, kritiska studier av utbildning samt sociokulturellt-politiska studier av matematikutbildning. Metodologiska och analytiska strategier som text- och diskursanalys och fallstudier av praktik används. På detta sätt illustreras möjligheter att forska i matematikutbildning utifrån sociopolitiska perspektiv. Kapitlen använder diverse skrivstilar vilka bjuder in läsaren i forskningsvärlden. Därmed får läsaren möta olika sätt att tänka på matematikutbildningens roll i skapandet av det moderna svenska samhället.
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| 20. |
- Mukeredzi, Tabitha G., et al.
(författare)
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Investigating teacher learning from a university programme for Foundation Phase teachers
- 2018
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Ingår i: South African Journal of Childhood Education. - : AOSIS. - 2223-7674 .- 2223-7682. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN.Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices.Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge.Results: Respondents’ statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery.Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.
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| 21. |
- Ramdhany, Viren, et al.
(författare)
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Dissonance and Continuity in the Mathematical Education and Training Experiences of Pre-service Secondary Mathematics Teachers
- 2018
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Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - : Informa UK Limited. - 1028-8457 .- 1811-7295 .- 2469-7656. ; 22:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts.
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| 22. |
- 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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| 23. |
- Skog, Kicki, et al.
(författare)
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Prolog: Matematiklärarens frälsning
- 2022. - 1
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Ingår i: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176352007 ; , s. xiii-xxii
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Bokkapitel (populärvet., debatt m.m.)abstract
- Matematikundervisning av idag har en påverkan även utanför klassrummets ramar, inte minst genom matematikens relevans inom kultur, ekonomi, politik och i relation till makt. Sociopolitiska perspektiv i matematikdidaktisk forskning ger insikter om hur utbildningen i matematik är social och politisk. Forskning utifrån dessa perspektiv föreslår både kritiska ifrågasättanden och ännu-inte-tänkta möjligheter för innehåll, undervisning, politik och vidare forskning. Denna bok introducerar, för en större svensk publik, de forskningsinriktningar och strategier som sociopolitiska perspektiv har att erbjuda. I boken illustreras detta på flera sätt. Kapitlen beskriver aktuell forskning om matematikutbildningens sociopolitiska utmaningar i flera olika sammanhang, t.ex. klassrum, fritidshem, läroplaner, matematiklärarutbildning och till och med matematikutbildningsforskning. På detta sätt vidgas perspektiven till grupper av människor, institutioner och krafter, vilka utgör ett nätverk för matematikutbildningspraxis. Kapitlen presenterar annorlunda filosofiska och empiriska studier, baserade på teoretiska verktyg från filosofi, samhällsvetenskap och kulturstudier, kritiska studier av utbildning samt sociokulturellt-politiska studier av matematikutbildning. Metodologiska och analytiska strategier som text- och diskursanalys och fallstudier av praktik används. På detta sätt illustreras möjligheter att forska i matematikutbildning utifrån sociopolitiska perspektiv. Kapitlen använder diverse skrivstilar vilka bjuder in läsaren i forskningsvärlden. Därmed får läsaren möta olika sätt att tänka på matematikutbildningens roll i skapandet av det moderna svenska samhället.
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| 24. |
- Tossavainen, Anne
(författare)
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Characterizing Prospective Elementary Teachers' Mathematical Knowledge for Teaching Fractions
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Although research has delved into the challenges faced by mathematics teachers and students across various educational levels when working with fractions, these challenges persist. Fractions are an important but difficult content area in elementary school mathematics, and many future elementary teachers enter teacher education with limited knowledge of fractions. This lack of prior knowledge, combined with diverse experiences and attitudes toward the teaching and learning of mathematics, presents a challenge for teacher education programs aiming at enhancing prospective teachers’ knowledge to enable them to teach fractions effectively. Teacher education is a crucial time to attain a comprehensive pedagogical knowledge of mathematics, and this thesis characterizes prospective elementary teachers’ (n = 61) knowledge for teaching fractions as an outcome of Swedish teacher education. Through four empirical studies, the thesis also addresses the concept of mathematical identity and investigates the topic in light of the Mathematical Knowledge for Teaching framework.The findings highlight substantial differences between the participants in the subject matter and pedagogical content knowledge domain of fractions, revealing difficulties in both their procedural and conceptual knowledge. Challenges also arise in analyzing different fraction solutions and combining knowledge of fraction content with knowledge about elementary students, teaching, and the national curriculum document. This difficulty can be a hindrance for the quality teaching of fractions. Moreover, incoherent fraction knowledge occurs across the different knowledge categories included in the Mathematical Knowledge for Teaching framework. The findings also reveal uncertainty in relation to work with fractions and prospective teachers’ mathematical identities. A new framework for the analysis of different aspects of fractions is also presented in the thesis, and the findings are discussed considering the context of Swedish teacher education and the Mathematical Knowledge for Teaching framework.
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| 25. |
- 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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| 26. |
- 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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| 27. |
- 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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