| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
-
Investigating the politics of meaning(s) in Nordic research on special education mathematics : developing a methodology
- 2018
-
Ingår i: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 141-150
-
Konferensbidrag (refereegranskat)abstract
- This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles. Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.
|
|
| 2. |
|
|
| 3. |
- Engvall, Margareta, 1955-, et al.
(författare)
-
Lärarstudenten och skolmatematiken
- 2007
-
Ingår i: Att erövra världen,2007.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
|
|
| 5. |
- Engvall, Margareta, 1955-
(författare)
-
Teachers learning through participatory action research-developing instructional tools in mathematics primary classrooms
- 2017
-
Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017). - Dublin, Ireland: : DCU Institute of Education and ERME. - 9781873769737 ; , s. 3030-3031
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- n many classrooms, from first grade through the whole school system, there are many students whose mother tongue is not the same as the teachers’ language used for instruction (Khisty, 2001). In Sweden, newly arrived immigrant children with limited Swedish language knowledge are learning Mathematics together with children who have spent their entire life in a Swedish context. Considering the large number of students with limited knowledge in the language of instruction one of the most important tasks for teachers in Swedish primary education is to create conditions to support the development of mathematical knowledge in these students...
|
|
| 6. |
- Engvall, Margareta, 1955-, et al.
(författare)
-
THE EFFECT ON STUDENTS ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS
- 2020
-
Ingår i: Problems of Education in the 21st Century. - : SCIENTIA SOCIALIS. - 1822-7864 .- 2538-7111. ; 78:2, s. 167-195
-
Tidskriftsartikel (refereegranskat)abstract
- Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.
|
|
