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- Innabi, Hanan, 1962, et al.
(författare)
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Enrichment in school principals’ ways of seeing mathematics
- 2021
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Ingår i: International journal of mathematical education in science and technology. - 0020-739X. ; 52:10, s. 1508-1539
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Tidskriftsartikel (refereegranskat)abstract
- This study presents a case of a problem that did not originate in theory but rather ended in theory. It addresses the issue of the prevalent, traditional public view of the nature of mathematics and that of its teaching and learning that might hamper mathematics reform. In this study, we present a five-day professional development programme that was designed and conducted within the context of practice-oriented research to help elementary school principals to enrich their views of mathematics in order to see mathematics in a different way, more aligned with mathematics reform. Data was generated before, during, and at the end of this programme, and results showed significant enrichment in participants’ views of mathematics. By using the Variation Theory of Learning, this study aimed to understand how this programme of short duration can make a difference. The core tenet of Variation Theory is that people learn through experiencing differences and similarities (in this order). The Variation Theory of Learning is used as a lens to see the programme's framework, its activities, and outcomes. The analysis clarified that principals’ ways of seeing mathematics were enriched when they experienced patterns of variations and invariance, in particular, the pattern of contrast.
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| 2. |
- Innabi, Hanan, 1962, et al.
(författare)
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Sustainable Learning of Statistics
- 2023
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Ingår i: In: Burrill, G.F., de Oliveria Souza, L., Reston, E. (eds.), Research on Reasoning with Data and Statistical Thinking: International Perspectives. - : Springer Cham. - 1869-4918 .- 1869-4926. - 9783031294587 ; , s. 279-302
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Bokkapitel (refereegranskat)abstract
- Sustainable learning is learning that persists and grows over time. It continues beyond formal instruction, and what has been learned in one situation can be expanded and also used in other situations. We address one of the fundamental questions in statistics education research: What makes learning of statistics sustainable? Our conjecture is that enabling learners to focus on variability in statistics will most likely facilitate more sustainable learning of statistics. This conjecture has two sources of support. Learning and teaching of statistics involves two lines of reasoning: (1) deterministic, oriented towards exact numbers and causal explanations, and (2) stochastic, oriented towards uncertainty and variability, where both are important. However, there seem to be a general tendency among people to reason deterministically rather than stochastically. Research shows that a focus on variability in statistics can help in learning to reason stochastically. The second source concerns variation in learners’ experience. Research drawing upon phenomenography and Variation Theory argues that experiencing differences and similarities (in this order) is a necessary condition of learning. Further, we suggest that using Variation Theory as a pedagogical tool to emphasize variability in statistics to support students’ development of stochastic reasoning will potentially increase sustainable learning of statistics.
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Stochastic and Deterministic Views of Statistics: A Pedagogical Perspective
- 2022
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Learning and teaching statistics is a juxtaposition of two lines of reasoning—deterministic and stochastic. Research has shown that the deterministic line of reasoning is in a superior position to stochastic reasoning. Hence, the stochastic line of reasoning must be strengthened to create a better balance between the two lines in order to work toward better statistics learning and teaching. By placing greater emphasis on variability in the data, we will contribute to better stochastic reasoning. This paper adopts the variation theory of learning approach as a pedagogical tool to emphasize variability in statistics and to help students develop their stochastic reasoning. This, we claim, might lead to the sustainable learning of statistics.
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- Emanuelsson, Jonas, 1962
(författare)
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Början till slutet för betyg?
- 1996
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Ingår i: Nämnaren. ; :2, s. 12-14
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Emanuelsson, Jonas, 1962
(författare)
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En fråga om frågor : hur lärares frågor i klassrummet gör det möjligt att få reda på elevernas sätt att förstå det som undervisningen behandlar i matematik och naturvetenskap
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers can learn about their students? learning in mathematics and science. Current perspectives on learning are positioned in terms of the acquisition and participation metaphor. A third metaphor, the constitutive metaphor, is proposed and elaborated as an alternative for the current study. The theoretical framework draws upon and tries to further inform phenomenography and the ?theory of variation?. The empirical material was generated from audio-taped classroom interactions and follow-up interviews. With the aid of concrete examples, teachers were probed on their understandings of selected parts of the interaction observed. The results are described in terms of variant and invariant aspects of possible learning objects for the teacher. I pay particular attention to what the students possibly focus upon, and how they deal with the focused content in three different zones ? the topical, the conceptual and the procedural zone. The outcome of the study is discussed in relation to teachers? knowledge. Pedagogical content knowing is scrutinised and a complementary perspective where teachers? knowledge is viewed as constituted by different contextualisations of the subject matter is used to illustrate the interdependency of content as a discipline, content as taught in school and content as understood by students. The result shows that teachers have, relatively speaking, small possibilities of making distinctions within the conceptual zone. In mathematics the topical zone dominates the interaction, in science the procedural. In other words, in mathematics the teachers mainly open for possibilities to learn, if their students remember facts and procedures; in science how they perform presentations and experiments. In both areas possibilities to make distinctions on qualities in how the students understand the content handled are rather small. The most important finding of the study is: In order to make distinctions in relations to other persons? ways of understanding something, this something must be kept invariant and acts of knowing must be allowed to vary in relation to the invariant object of knowing.
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- Emanuelsson, Jonas, 1962, et al.
(författare)
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Interaction and variation of content in a Swedish and US mathematics classroom: Talking the talk or getting it right?
- 2003
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Ingår i: Paper presentation as a part of the symposium: “Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, Sweden and the United States at EARLI conference, Padova, Italy, August 26-30 2003..
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Konferensbidrag (refereegranskat)
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| 27. |
- Emanuelsson, Jonas, 1962, et al.
(författare)
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Lärares betygssättning i matematik och natur¬vetenskap
- 1996
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Ingår i: O. Eskilsson & G. Helldén (red.). Naturvetenskapen i skolan inför 2000-talet. Konferensrapport från 5:e nordiska forskarsymposiet om undervisning i natur¬vetenskap.. - Kristianstad: Fagus : Högskolan Kristianstad.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Emanuelsson, Jonas, 1962, et al.
(författare)
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Questioning in the Classroom: Patterns of Interaction and Variation
- 2009
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Ingår i: Paper presented as a part of the symposium Social Interactions and Language Use in Asian and Western Mathematics Classrooms, organised by D. Clarke at the EARLI conference in Amsterdam 2009.
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Konferensbidrag (refereegranskat)
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- Emanuelsson, Jonas, 1962, et al.
(författare)
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What does it take to learn about teaching and learning in classrooms across cultures?
- 2022
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Ingår i: ZDM - Zentralblatt für Didaktik der Mathematik. - : Springer Science and Business Media LLC. - 0044-4103. ; 54, s. 331-341
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Tidskriftsartikel (refereegranskat)abstract
- Beginning in the 1960s and early seventies, classroom research contributed to understandings and insights concerning the complexities and diversities of teaching. In the late 1990s, classroom research began to also include student voices in the classroom. Socio-cultural theory turned the empirical focus toward student interaction, and methodological development made new insights possible. The impact of this paradigmatic change is still in progress. At the same time, a rapid growth in international comparative classroom studies emerged, where the two most recognized comparative classroom research initiatives have been the TIMSS Video Studies, the first one initiated in 1995 at the University of California, Los Angeles, and the Learner’s Perspective Study (LPS), initiated in 1999, at the University of Melbourne’s International Center for Classroom Research (ICCR). In this paper, we ask what it takes to carry out successful international classroom research, using the LPS as an example. The analysis shows that the LPS project design made it possible for research groups from different countries and cultures to participate in building a sustainable community of research practice specialized in working with the complexities in the study of teaching and learning in classrooms. Of particular importance was the intense and sustained collaborative work on data, where researchers of varying seniority and experience met and carried out scholarly work in relation to a shared dataset. While also having disadvantages, the heavy emphasis on data was crucial for creating and sustaining a reflexive international research community.
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| 41. |
- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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Martina’s voice
- 2013
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Ingår i: Student’s voice in mathematics classrooms around the world. B. Kaur, G. Anthony, M. Ohtani and D. Clarke(Eds). - : Sense Publishers. - 9789462093485 ; , s. 89-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Holgersson, Ingemar, et al.
(författare)
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Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research
- 2016
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Ingår i: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. - : Springer. - 9783319327181 ; , s. 123-145
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Bokkapitel (refereegranskat)abstract
- This chapter aims at describing research on Fingu, a virtual manipulative housed in a game environment, which is designed to support young children’s learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1–10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. In the chapter, we provide an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. We point out the potential of Fingu as a research platform and present examples of some of the empirical research conducted to demonstrate the learning potential of Fingu. Methodologically, the research adopts a design-based research approach. This approach combines theory-driven design of learning environments with empirical research in educational settings, in a series of iterations. In a first series of iterations, a computer game—the Number Practice Game—was designed and researched, based on phenomenographic theory and empirical studies. In a second series of iterations, Fingu was designed and researched, based on ecological psychology in a socio-cultural framing. The design trajectory of NPG/Fingu thus involves both theoretical development and (re)design and development of specific educational technologies.
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| 44. |
- Ingerman, Åke, 1973, et al.
(författare)
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On the exploration, expansion and expression of experiencing technological systems across contexts: learning technology in the Swedish compulsory school
- 2012
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Ingår i: The EARLI SIG9 conference, Jönköping, Sweden, 27-28 August 2012.
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Konferensbidrag (refereegranskat)abstract
- In the phenomenographic tradition, the process of learning is usually described as becoming capable of discerning a phenomenon in qualitatively new ways. In a project that focuses on what it takes and means to learn technological systems, we will study the relationship between learning in this sense, and the variation and invariance in the moment-to-moment manifestation of such an emerging capability. The object of learning, technological systems, comprises complex systems of technical and human components that facilitate much of the experienced needs of modern society, constituted of the transformation and transport of matter, energy and information. The context of the study is the Swedish compulsory school. To allow for such a detailed investigation, the empirical design includes a teaching plan, jointly developed by involved teachers and researchers, which leads to a variation of pedagogical activities across contexts in which different technological systems may be encountered. The design includes the collection and analysis of video and audio data, and discussions with teachers and students. The different communicative situations which focus on technological systems are bound together by the individuals involved, who are working, collaboratively as well as individually, to develop their experience of technological systems. The presentation focus challenges and open questions.
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| 45. |
- Ingerman, Åke, 1973, et al.
(författare)
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Technological systems across contexts: Designing and exploring learning possiblities in Swedish compulsory technology education
- 2012
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Ingår i: Technology Education in the 21st Century, Proceedings from the PATT 26 Conference, Stockholm, Sweden 26-30 June 2012, Edited by Thomas Ginner, Jonas Hallström, Magnus Hultén. - 1650-3740. - 9789175198491 ; , s. 232-238
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Konferensbidrag (refereegranskat)abstract
- In the world we live in there are powerful broad frameworks for understanding specific objects, relationships and events. This paper focuses the learning and understanding of one such frame- work, namely, technological systems, which are complex systems of technical and human compo- nents that facilitate much of the experienced needs of modern society. Technological systems are constituted of transformation and transport, acting on matter, energy and information. This paper outlines a larger project, which is expected to contribute substantially to a pedagogical knowledge base for systems thinking in technology. The specific focus of the paper will be the first step in the project – the development of a design for learning technological systems in Swedish compulsory school based on previous empirical studies as well as theoretical principles. The core of that design revolves around creating patterns of variation supporting the separation and differentiation in and between four empirically identified dimensions of variation: resource, intention, internal struc- ture and external structure. It also includes patterns of variation that support the fusion of these dimensions and simultaneous awareness of several different technological systems, focusing their systemic nature.
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