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- Grevholm, Barbro, 1941-, et al.
(författare)
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One hundred years of the International Commission on Mathematical Instruction
- 2009
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Ingår i: Pedagogika. - 1392-0340. ; 94, s. 77-83
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Tidskriftsartikel (refereegranskat)abstract
- The International Commission on Mathematical Instruction, ICMI, as one of the oldest and most prominent organisations, will be in focus in the paper. The development of ICMI over its first 100 years of existence will be investigated and analysed. The ICME congresses, its publications and other activities are among the evidence we use in discussing and evaluating ICMI. After 1908, but especially after 1969, ICMI has been both a mirror of that development and a stimulus for new directions. ICMI has developed comprehensive and dynamical as well as organisational and conceptual activities to improve mathematics education at an international level thus contributing to the creation of an international community of mathematics educators. The activities of ICMI include the invitation of more and more countries from all five continents, the integration of all school types from preschool, secondary schools to general as well as vocational schools and in recent decades also tertiary level studies. The article discusses also some obstacles in mathematics education research. One effect of that is a difficulty for new researchers to find out in a deep way what has already been done in research in their interest area. This might cause a lack of continuity, cummulativity and respect for earlier research results. The interdisciplinary character of mathematics education is another threat. These mentioned problem areas are related to the scientific work, but there are also practical problems related to the situation for individuals in the field. Many countries experience problem in finding good applicants for positions in mathematics education. A fruitful development of mathematics education is depending on the opportunity to recruit good and interested doctoral students and a labour market that offers them good positions when they finish the degree. The working opportunities must include real possibilities to influence the development of mathematics teaching and learning at all levels of schooling. Thus the research outcomes of mathematics education could help improve the learning situations of students at all levels.
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| 2. |
- Hemmi, Kirsti, et al.
(författare)
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Curricular approaches to algebra in Estonia, Finland and Sweden – : a comparative study
- 2021
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Ingår i: Mathematical Thinking and Learning. - : Taylor & Francis. - 1098-6065 .- 1532-7833. ; 23:1, s. 49-71
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1–9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not visible at all. We discuss the results in relation to earlier research and students’ different learning outcomes in light of international evaluations.
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| 7. |
- Kislenko, Kirsti, et al.
(författare)
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Mathematics is important but boring : students' beliefs and attitudes towards mathematics
- 2007
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Ingår i: Relating practice and research in mathematics education. - Trondheim : Tapir Academic Press. - 9788251922128 ; , s. 349-360
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Konferensbidrag (refereegranskat)abstract
- Students' beliefs and attitudes towards mathematics teaching and learning is the focus of the study described in this paper. Some preliminary results from research carried out in Norway in 2005 are given, which focus on first year students in upper secondary school. The answers from the ninth grade students in 2005 are briefly compared with students' responses from 1995 when corresponding data was collected within the KIM project in Norway. Both of these studies use a questionnaire elaborated in 1995. Some of the aspects related to a similar study amongst Estonian students, that will take place in spring 2006, are also discussed.
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| 9. |
- Viholainen, Antti, 1977-, et al.
(författare)
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Upper secondary school teachers' views of proof and proving : an explorative cross-cultural study
- 2010
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Ingår i: Proceedings of the 16th Conference of Mathematical Views (MAVI16).
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Konferensbidrag (refereegranskat)abstract
- This paper reports the results of initial explorations about teachers’ views of proofand proving in upper secondary school context in Sweden, Estonia and Finland. Thestudy was carried out in order to develop a questionnaire for a cross-culturalcomparative survey in Baltic countries and Nordic countries with respect of theculture of proof in school mathematics (NorBa Proof Project). The data consistsmainly of teachers’ written responses to some open questions concerning their viewsof proof and the meaning of dealing with proof in upper secondary school context.
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