| 1. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Becoming a mathematics teacher (BeMT) : The role of teacher education
- 2022
-
Ingår i: Conference on teachers’professional identitiesLinnaeus University. - : Institutionen för matematik, Linnéuniversitetet. ; , s. 12-13
-
Konferensbidrag (refereegranskat)abstract
- We met at CERME 11 in Utrecht in February 2019. Two early career researchers from different countries, different settings, and different theoretical perspectives. Andreas, a primary mathematics teacher educator from Sweden, was researching the process of becoming a mathematics teacher, whilst Tracy, a secondary mathematics teacher educator from the UK, was researching her own process of becoming a mathematics teacher educator. Although there were obvious differences in our backgrounds as well as our research foci and approaches, when we spoke we were struck more by similarities and resonances than differences. We found that we shared common research interests and were both motivated by the lack of research concerning the practices of mathematics teacher educators in relation to the development of mathematics teachers. Since then, we have been collaborating as researchers and this conference provides us with an opportunity to share our joint research story thus far, including empirical studies that relate to both prospective teachers of mathematics and mathematics teacher educators and the relationship between the two. In doing so we will present the core methodological and ethical challenges that we have encountered and how we have handled these, including the development of a methodology for studying the language-in-use of mathematics teacher educators through combining our different theoretical perspectives (Helliwell & Ebbelind, submitted). In September 2021, we presented findings from an initial phase of our research together where we examined the interpersonal aspects of the language used by one mathematics teacher educator in Sweden (Ebbelind & Helliwell, 2021). We arrived at several important questions about how participating in an initial teacher education situation may contribute to the development of prospective mathematics teachers. In a related study (Ebbelind & Helliwell, 2022a), we applied a further layer of analysis, this time from the perspective of a group of prospective mathematics teachers participating in the same teacher education situation. In doing so, we became aware of the conflicting stories being told (and lived) concerning the effective teaching and learning of mathematics. Findings from these two initial studies inspired us to explore further the different perceptions of mathematics teaching and learning of those people destined to become our future teachers of mathematics. Subsequently, we have begun addressing the issue of mathematics teacher learning and development from an ethical perspective (Ebbelind & Helliwell, 2022b) whilst exploring innovative ways of conducting and communicating research that encourages members of the mathematics teacher education community (ourselves included) to critically reflect on their practices and the design of their teacher education programmes. We have been drawn to using arts-based approaches to research as a way to say more about the process of becoming mathematics teachers than formal analytical methods can do alone (Ebbelind & Helliwell, 2022b). Ultimately, we aim to explore the role of mathematics teacher education in the formation and development of mathematics teachers’ professional identities, with a specific focus on the relationship with mathematics teacher educators’ practices.
|
|
| 2. |
- Ebbelind, Andreas, et al.
(författare)
-
Enacting Multiple Positions In Becoming A Mathematics Teacher Educator
- 2024
-
Ingår i: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME. ; , s. 192-199
-
Konferensbidrag (refereegranskat)abstract
- This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
|
|
| 3. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Examining interpersonal aspects of a mathematics teacher education lecture
- 2024
-
Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:1, s. 113-125
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.
|
|
| 4. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
The role of dissonance in mathematics teacher education
- 2023
-
Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - : ERME.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we explore issues relating to how certain social phenomena, such as the experiences of teachers, can be researched. In doing so, we consider questions about the status of research texts, how they are created, and what purposes they serve through examining the relationships between the researcher, the reader and the text. We argue for the legitimacy of fictionalising educational experiences and having done so present a fictionalised dialogue between two prospective mathematics teachers from Sweden who independently decide to leave their teacher education programmes. We use the notion of dissonance to provide a potential theory for the decisions made by the two prospective teachers and discuss implications of this theory for the design of mathematics teacher education programmes.
|
|
| 5. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
This is not how it should end : The role of mathematics teacher education in preparing teachers for sustainable careers
- 2024
-
Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:04
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.
|
|
| 6. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
What you teach is what you get? : Exploring the experiences of prospective mathematics teachers during a teacher education programme
- 2022
-
Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education. - Bolzano : HAL Science Ouverte.
-
Konferensbidrag (refereegranskat)abstract
- The role of the teacher education programme in preparing mathematics teachers to teach mathematics is an under-researched area within mathematics education. In this paper, we analyse four components of empirical material, each captured from a teacher education programme based in Sweden. Using a methodological approach informed by enactivism and Systemic Functional Linguistics, we build on previous analysis of the language-in-use of one mathematics teacher educator to situate a further layer of analysis, this time, from the perspective of a prospective mathematics teacher. Our findings suggest the prospective teacher in this study, who had positive experiences of mathematics at school, learns to align linguistically with the mathematics teacher educator’s contrasting views of mathematics teaching and learning, and in doing so, creates herself a safe space.
|
|
| 7. |
- Fauskanger, Janne, et al.
(författare)
-
International perspectives on mathematics teacher education and professional development : Current and emerging research
- 2022
-
Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - Bolzano : ERME.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we review all of the contributions to TWG18, focusing on the range of research interests, theoretical perspectives and frameworks, and methodological approaches. From this review, the research presentations, and discussions, the following future directions have emerged in relation to teacher education (TE): 1) Establishing and exploring research informed international design principles; 2) summarising relevant theoretical directions; 3) exploring teacher change from an ethical perspective; and 4) scaling up innovative approaches within TE. In relation to professional development (PD), the following future directions have emerged: 1) Exploring the different roles of participants in PD; 2) exploring what makes change difficult and how professional growth best can be supported; and 3) understanding how we can best build on previous research, and each other, in order to develop the field of mathematics PD research.
|
|
| 8. |
- Friesen, Marita, et al.
(författare)
-
An introduction to TWG18: Building bridges between different perspectives : Emerging themes from international research into mathematics teacher education and professional development
- 2023
-
Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).. - : ERME.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we report of the major themes that emerged from the presentations and discussions of the paper and poster contributions in TWG18a+b. We identified the following overarching themes as key to the research and conference conversations in the field of pre-service mathematics teacher education and the professional development of in-service mathematics teachers and asked in particular: How can we (1) generalise from research whilst maintaining complexity? (2) best reflect our roles as mathematics teacher educators and researchers? (3) research the relationship between teacher education, professional development and classroom practice? (4) productively cross boundaries in our research? (5) better reflect the role of context? (6) make sure that our research makes mathematics sufficiently visible? Finally, we discuss how we can build on one another’s work to further develop the field and suggest possible future developments and research directions.
|
|
| 9. |
- Helliwell, Tracy, et al.
(författare)
-
Combining enactivism and systemic functional linguistics : a methodology for examining (mathematics teacher educator) language
- 2024
-
Ingår i: Journal of Mathematics Teacher Education. - : Springer Nature. - 1386-4416 .- 1573-1820.
-
Tidskriftsartikel (refereegranskat)abstract
- As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.
|
|
| 10. |
- Leebens-Mack, James H., et al.
(författare)
-
One thousand plant transcriptomes and the phylogenomics of green plants
- 2019
-
Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 574:7780, s. 679-
-
Tidskriftsartikel (refereegranskat)abstract
- Green plants (Viridiplantae) include around 450,000-500,000 species(1,2) of great diversity and have important roles in terrestrial and aquatic ecosystems. Here, as part of the One Thousand Plant Transcriptomes Initiative, we sequenced the vegetative transcriptomes of 1,124 species that span the diversity of plants in a broad sense (Archaeplastida), including green plants (Viridiplantae), glaucophytes (Glaucophyta) and red algae (Rhodophyta). Our analysis provides a robust phylogenomic framework for examining the evolution of green plants. Most inferred species relationships are well supported across multiple species tree and supermatrix analyses, but discordance among plastid and nuclear gene trees at a few important nodes highlights the complexity of plant genome evolution, including polyploidy, periods of rapid speciation, and extinction. Incomplete sorting of ancestral variation, polyploidization and massive expansions of gene families punctuate the evolutionary history of green plants. Notably, we find that large expansions of gene families preceded the origins of green plants, land plants and vascular plants, whereas whole-genome duplications are inferred to have occurred repeatedly throughout the evolution of flowering plants and ferns. The increasing availability of high-quality plant genome sequences and advances in functional genomics are enabling research on genome evolution across the green tree of life.
|
|
