| 1. |
- Bergqvist, Tomas, et al.
(författare)
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Evaluation of a large scale professional development program
- 2017
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Ingår i: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. - Singapore : PME. ; , s. 153-160
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Konferensbidrag (refereegranskat)abstract
- This paper reports on an evaluation of the professional development program Boost for Mathematics in Sweden. 200 mathematics lessons were visited, and the teachers were interviewed after each lesson.The analysis used an analytical framework based on Lithner et al. (2010).The findings indicate that the PD-program has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice has improved and give the students better possibilities todevelop the competencies.The results also show that these improvements are still present one year after the program had ended.
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| 2. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Evaluation of a large scale professional development program : Vol 2
- 2017
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Ingår i: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. - Singapore : The International Group for the Psychology of Mathematics Education. - 9781387136117 ; , s. 153-160
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a par of an evaluation of the professional development program (PDP) Boost for Mathematics in Sweden. Around 200 mathematics lessons were observed, and the teachers were interviewed after each lesson. The findings indicate that the PDP has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice had improved and now gives the students better possibilities to develop the competencies. The results also show that these improvements are still present one year after the program had ended.
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| 3. |
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| 4. |
- Blomberg, Per, 1969-, et al.
(författare)
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Learning opportunities for pre-service teachers to develop pedagogical content knowledge for statistical inference
- 2022
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Ingår i: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - : European Society for Research in Mathematics Education. - 9791221025378 ; , s. 821-828
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Konferensbidrag (refereegranskat)abstract
- Recently, researchers have encouraged the teaching of statistical inference to students at all levels. However, what constitutes pre-service teachers’ pedagogical content knowledge for statistical inference has not yet been given specific attention in research. This paper presents a qualitative study of pre-service teachers participating in a collaborative learning setup in a mathematics course to be prepared for teaching statistics in primary school aged 6–10 years. The study reported here is the first cycle of a design research project. This first-phase study explores how pre-service teachers’ pedagogical content knowledge for statistical inference can be developed during their mathematics course. The findings show that pre-service teachers’ learning opportunities regarding pedagogical content knowledge for statistical inference are insufficient. Based on the initial results, an initial conjecture map was constructed that guides the forthcoming design cycle.
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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 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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| 7. |
- Eriksson, Helena, 1965-
(författare)
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Att utveckla algebraiskt tänkande genom lärandeverksamhet : En undervisningsutvecklande studie i flerspråkiga klasser i grundskolans tidigaste årskurser
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to develop and explore teaching possible to promote algebraic thinking together with young, multilingual students six to twelve years old. One underlying assumption for the aim is that algebraic thinking can be developed by students participating in learning activities that are characterized by collective mathematical reasoning on relations between quantities of positive whole and rational numbers. Two overall research questions support this work: (1) What in students work indicate algebraic thinking identified in learning activities and as experiences of algebraic thinking? (2) How can learning models manifest in learning activity, in what ways do learning models change and enhance, and which characteristics of learning actions are enabled? Data was produced by interviews and from research lessons with students in lower grades in a multilingual Swedish school. The research lessons were focused on learning activity as suggested by Davydov (1990, 2008/1986), aimed at developing theoretical thinking – here algebraic thinking. They were staged in two research projects conducted as networks of learning studies. In these learning studies, the group of teachers iteratively designed and revised learning activities whereby the students could identify mathematical knowledge and collectively solve mathematical problems. The findings in the articles signal that learning models were developed as rudimentary, preliminary, prototypical and finally symbolic. Rudimentary models were grounded in algebraic thinking when the students analysed problem situations and identified the problem. Preliminary and prototypical models were developed by initiating and formalising actions understood as algebraic thinking. Different tools were initiated by the students and the teachers. These tools were formalised by the students. The students used algebraic symbols and line-segments to think together when comparing different quantities (Article 2). They carried out operations using unknown quantities when reflecting on additive and multiplicative relationships (Article 3). The students also used algebraic symbols to reflect on subtraction as non-commutative (Article 3). The different tools they used interacted on different levels of generalisation (Article 1). Algebraic thinking grounded the students reflections but interacted with, for example, fractional thinking in their arguments during the development of their learning models (Article 4). The different ways of thinking interacted in arguments when developing the rudimentary, the preliminary and the prototypical models. However, in the conclusion of their collective reasoning and in the development of the symbolic learning models, these different ways of thinking were intertwined in the same arguments (Article 4).As a conclusion, the four articles signal that learning models including algebraic symbols developed in a learning activity can be used by newly-arrived immigrant students to reflect on structures of numbers.
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| 8. |
- Gustafsson, Marcus, 1980-, et al.
(författare)
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Connecting teachers’ use of curriculum resources in planning with mathematical knowledge for teaching
- 2022
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Konferensbidrag (refereegranskat)abstract
- This presentation reports on an ongoing study, which aims to create more knowledgeon the relationship between different types of curriculum resources when identified inthe practice of teachers planning collaboratively. These resources are describedthrough the Design Capacity for Enactment framework, augmented with domains of theMathematical Knowledge for Teaching framework. The aim is to identify and examinethe connection, rather than to claim to explain the relation. Preliminary results showthat there are many different types of resources used, both digital and analogue, andthat teachers’ Knowledge of Content and Students and Knowledge of Content andTeaching guide the reasons for what types of resources are used.
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| 9. |
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| 10. |
- Gustafsson, Marcus, 1980-, et al.
(författare)
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Resources for planning and teaching mathematics : A Swedish upper-secondary school case study
- 2024
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 56:1, s. 88-106
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a variety of resources to support their instructional enactment as well as instructional design, there is a difference in how they use different resources to support different planning practices. For instructional design, curriculum resources provide support for the mathematical content, while social resources, self-generated documents, and cognitive resources provide support for the design of instructional activities. Authority is given by teachers to curriculum resources, but conflicts of authority emerge in discussions, when teachers’ abilities to exert their agency are not supported by curriculum resources. We discuss the findings in relation to authority and resource use, as well as for established conceptualizations of resources. The findings bear practical implications for the design of curriculum resources.
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| 11. |
- Hemmi, Kirsti, et al.
(författare)
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Challenging traditional classroom practices : Swedish teachers’ interplay with Finnish curriculum materials
- 2018
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis Group. - 0022-0272 .- 1366-5839. ; 51:3, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.
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| 12. |
- Hemmi, Kirsti, et al.
(författare)
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Characterizing Swedish school algebra – initial findings from analyses of steering documents, textbooks and teachers’ discourses
- 2018
-
Ingår i: Nordic Research in Mathematics Education: Papers of NORMA 17 - The Eighth Nordic Conference on Mathematics Education Stockholm, May 30 - June 2, 2017. - Stockholm : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274 .- 1651-3274. - 9789198402414
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Konferensbidrag (refereegranskat)abstract
- The paper reports the first results of an ongoing research project aiming at characterizing Swedish school algebra (grades 1-9). Both diachronic and synchronic studies are conducted to identify the specific teaching tradition developed in Sweden and different theoretical approaches are applied in the overall project in order to obtain a rich picture of the Swedish case. The results reported here are based on the analyses of mathematics curriculum, textbooks and focus group interviews with teachers in seven schools. The initial results indicate that, since 1980s, algebra is vaguely addressed in the steering documents and the progression of algebraic thinking is elusive in teachers' discourses. Moreover, certain important ideas, such as generalized arithmetic, are largely missing in the curriculum and mathematics textbooks for grades 1-6. We discuss the implications of the initial findings for our project.
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| 13. |
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| 14. |
- Hemmi, Kirsti, et al.
(författare)
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Characterizing Swedish school algebra – initialfindings from analyses of steering documents,textbooks and teachers’ discourses
- 2017
-
Ingår i: Skrifter från Svensk förening för matematikdidaktisk forskning. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274. ; :12, s. 299-308
-
Tidskriftsartikel (refereegranskat)abstract
- The paper reports the first results of an ongoing research project aiming atcharacterizing Swedish school algebra (grades 1-9). Both diachronic andsynchronic studies are conducted to identify the specific teaching traditiondeveloped in Sweden and different theoretical approaches are applied in theoverall project in order to obtain a rich picture of the Swedish case. The resultsreported here are based on the analyses of mathematics curriculum, textbooks andfocus group interviews with teachers in seven schools. The initial results indicatethat, since 1980s, algebra is vaguely addressed in the steering documents and theprogression of algebraic thinking is elusive in teachers’ discourses. We discuss theimplications of the initial findings for our project.
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| 15. |
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| 16. |
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| 17. |
- Jonsson, Bert, et al.
(författare)
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Learning mathematics through algorithmic and creative reasoning
- 2014
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 36, s. 20-32
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Tidskriftsartikel (refereegranskat)abstract
- There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.
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| 18. |
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| 19. |
- Juter, Kristina, et al.
(författare)
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The space between pre-service primary teachers’ first year status and their goals
- 2018
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Ingår i: Perspectives on professional development of mathematics teachers. ; , s. 222-223
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Bokkapitel (populärvet., debatt m.m.)abstract
- Students’ mathematics teacher identity is formed in various settings. A study with 45 pre-service students in their first year of education was conducted as part of alongitudinal study of year 4-6 mathematics teachers’ identity formation, to study the development during their education in terms of mathematical knowledge, pupils’ learning and the teacher role. Questionnaires and interviews were used to collect data. The result shows that many students were reluctant to use mathematics and had conceptions that may mislead pupils. The students’ learning focus was less on pupils’ learning than mathematics and teacher role, but theirideal teacher focused on pupils’ learning.
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| 20. |
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| 21. |
- Karlsson Wirebring, Linnea, et al.
(författare)
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Learning mathematics without a suggested solution method : durable effects on performance and brain activity
- 2015
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Ingår i: Trends in Neuroscience and Education. - : Elsevier. - 2211-9493 .- 2452-0837. ; 4:1-2, s. 6-14
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Tidskriftsartikel (refereegranskat)abstract
- A dominant mathematics teaching method is to present a solution method and let pupils repeatedly practice it. An alternative method is to let pupils create a solution method themselves. The current study compared these two approaches in terms of lasting effects on performance and brain activity. Seventythree participants practiced mathematics according to one of the two approaches. One week later, participants underwent fMRI while being tested on the practice tasks. Participants who had created the solution method themselves performed better at the test questions. In both conditions, participants engaged a fronto-parietal network more when solving test questions compared to a baseline task. Importantly, participants who had created the solution method themselves showed relatively lower brain activity in angular gyrus, possibly reflecting reduced demands on verbal memory. These results indicate that there might be advantages to creating the solution method oneself, and thus have implications for the design of teaching methods.
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| 22. |
- Kilhamn, Cecilia, et al.
(författare)
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Editorial
- 2019
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Göteborgs universitet. - 1104-2176. ; , s. 1-13
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The teaching of algebra has over the years descended from courses in higher education to become an integrated part of compulsory school education. Subsequently, the teaching and learning of algebra in the early grades has become an internationally established field of research (c.f. Cai & Knuth, 2011; Kieran, Pang, Schifter & Ng, 2016; Kaput, Carra- her & Blanton, 2008). Also in the Nordic and Baltic region mathematics educators have developed an interest in this field. In this special issue, some of the recent Nordic research is presented.In the autumn of 2017 a call for papers was announced. It resulted in fourteen submitted papers, and finally the seven articles in this issue of NOMAD. Combined, they provide one picture of the contemporary research. In addition to this we would like to comment on other research in this field we are aware of. However, bear in mind, this is not a structured literature review. Our aim is merely to outline the millieu of this thematic issue. We mainly describe larger research groups and projects, and apologise in advance if we have omitted other important research. [...]
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| 23. |
- Kilhamn, Cecilia, et al.
(författare)
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Interaktion i matematikklassrummet
- 2018
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Ingår i: Att bli lärare i matematik. - Stockholm : Liber. - 9789147122585 ; , s. 108-123
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 24. |
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| 25. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Building infrastructures for collegial planning and preparation : A model for subject-didactic school development
- 2021
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Konferensbidrag (refereegranskat)abstract
- This paper will present an ongoing research project in a Swedish national programme for cooperation between schools and universities (www.kau.se/ulf ). The aim is to provide knowledge regarding how teachers plan and prepare lessons (PaP) in different subjects so that those techniques can be modelled. Further, by comparing different subjects, we will also learn more about the way in which disciplinary boundaries affect the planning process. RQ: How does collegial cooperation affect the practice and the quality of teacher planning and preparation? PaP is vital for high-quality in teaching and thus for student learning (Hattie, 2008; Mertens et al., 2010). Nevertheless, the infrastructure to support PaP is often poorly developed. In Sweden, as in many other countries, PaP is mainly the responsibility of individual teachers, disconnected from the local school organisation (Darling-Hammond & Rothman, 2011; Ellegård & Vrotsou, 2013; OECD, 2020). Indications of deficiencies in such infrastructures include fragmentation of time for planning, absence of functional collaborative settings, lack of routines and relevant input of new knowledge (Nordgren et al.,2019). This project bring together the fields of subject didactic (e.g. Hudson, 2016) and school development (e.g. Jarl, Blossing, & Andersson, 2017). We argue that PaP is a key to school development and that subject specific knowledge and skills associated with good PaP should be at the centre of teacher professional development (cf. Carlgren, 1999; Deng, 2018) to meet the challenges having creativity, literacy, and critical thinking as central aspects of teaching.In our presentation we will discuss how possibilities and restrains in the collegial setting affect the subject-oriented planning teams. We draw on data from planning team meetings (audio recordings, planning documents, etc.). Subject specific, as well as generic variation in the planning teams’ activity enhance our knowledge on how such designated communities can support PaP.
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| 26. |
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| 27. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Conceptualizing a local instruction theory in design research : Report from a symposium
- 2017
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Ingår i: ICT in mathematics education: The future and the realities. Proceedings of MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402407 ; , s. 119-128
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Konferensbidrag (refereegranskat)abstract
- This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.
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| 28. |
- Liljekvist, Yvonne, et al.
(författare)
-
Conceptualizing a local instruction theory in design research
- 2017
-
Ingår i: ICT in mathematics education: the future and the realities. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402407 ; , s. 119-128
-
Konferensbidrag (refereegranskat)abstract
- This is a report on the discussions (and post-re ections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discus- sion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on di erent ongoing research projects, the aim of the symposium was to discuss [examples of] the opera- tionalization of design principles in order to deepen the understanding of some theo- retical concepts in design research. The contribution of the symposium is the inter- pretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.
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| 29. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Facebook for Professional Development : Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:5, s. 723-735
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Tidskriftsartikel (refereegranskat)abstract
- As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.
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| 30. |
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| 31. |
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| 32. |
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| 33. |
- Liljekvist, Yvonne, 1967-
(författare)
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Lärande i matematik : Om resonemang och matematikuppgifters egenskaper
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our knowledge of the characteristic features of tasks that are conducive to student development of problem-solving and reasoning abilities as well as conceptual understanding. The aim of the dissertation is to investigate how different types of mathematical tasks affect student learning and choice of learning strategies. This is done through a twofold approach: 1) to test the hypothesis that tasks affording students the opportunity and responsibility for constructing knowledge are more effective learning tools than tasks for which the solution is presented, and 2) to analyse the educational message embedded in the teacher’s formulation of the mathematical tasks on the Internet. The main conclusion is that the type of task students engage with is important for their learning of new things. The participants who were engaged in creating their own solutions were less successful during practice but performed better on the tests in comparison with the participants who were involved in solving the tasks with a given method. The results of the sub-studies indicate that in a learning situation consisting of repeated practice of a solution method, the results are closely related to the students’ cognitive ability. The investigation shows that tasks inviting the opportunity to be solved through creative reasoning, to a certain extent serve a compensatory function in relation to students’ cognitive resources. This means that the participants need not put in so much effort in the test situation if they have practiced creative reasoning. One conclusion to be drawn from the study of the educational message in Internet documents, when it comes to teachers’ formulation of tasks, is that there are many teachers who design tasks that encourage young students’ creative reasoning. However, the educational message in the documents shows that the teachers demand relatively little of the students in the majority of the tasks. The result indicates that there is some uncertainty about how to formulate and use tasks to support the older student’s mathematical development. The way the tasks are formulated indicates a lack of discursive tools to clarify the intended educational situation. Thus, the qualities in the tasks are hidden resources.
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| 34. |
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| 35. |
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| 36. |
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| 37. |
- Liljekvist, Yvonne, 1967-
(författare)
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Mathematics teachers’ knowledge-sharing on the Internet : pedagogical message in instruction materials
- 2016
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 21:3, s. 3-27
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.
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| 38. |
- Liljekvist, Yvonne, 1967-
(författare)
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Mathematics teachers’ re-sourcing and use of social media : can the ‘prosumer’ concept convey what’s going on?
- 2017
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Ingår i: Proceedings of the Tenth Congress of European Society for Research in Mathematics Education. - Dublin : Institute of Education, Dublin City University & CERME. - 9781873769737
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Konferensbidrag (refereegranskat)abstract
- The interrelated roles of social media as both a platform and a phenomenon of interactivity, invite teachers to produce and consume knowledge of teaching and learning mathematics (e.g., Liljekvist, 2016; van Bommel & Liljekvist, 2015, 2016). The availability and user-friendliness of the social media platform alter the behaviour of the mathematics teacher, and ‘stories’ of the good mathematics teaching are made (e.g. kinds of curricular material, or kinds of questions raised, see e.g., Liljekvist (2016)). Analysing the affordances of this new environment is necessary to understand how the subject didactical discourse on learning and teaching is simultaneously constructed and consumed in mathematics teachers’ digitalized every-day practice. It is a matter of probing the characteristics of the interaction, that is, the ways in which the activity on the Internet supports knowledge development and re-sourcing in mathematics teaching (cf. Liljekvist, 2016; Ruthven, 2016).The primary aim of this poster is to initiate a discussion in the TWG17 that elaborates on theoretical constructs that may be fruitful in the research of mathematics teachers’ digitally extended every-day practice and collaboration. This arena for teacher learning and collaboration is under-researched (see, e.g., Robutti, Cusi, Clark-Wilson, Jaworski, Chapman, Esteley, Gnoos, Isoda, and Joubert (2016)).The prosumer concept, that is, people as producers and consumers of products and services (cf. Beighton, 2016; Ritzer, Dean, & Jurgenson, 2012; Zajc, 2015) shows some possibilities to theoretically model mathematics teachers’ re-sourcing on social media as it centres on the phenomenon per se (i.e., producing and consuming knowledge). Thus it is closely tied to the raison d’être of social media (Zajc, 2015) and mathematics teachers’ activities there (van Bommel & Liljekvist, 2015, 2016). However, the concept needs to be operationalized in an educational setting and in a mathematical discourse in order to have sufficient explanatory power for our purposes. Here are some examples; In business and sociology, the driving forces for investigating ‘prosuming’ is to understand consumers’ behaviour (e.g., Ritzer et al. 2012; Zajc, 2015), but in educational research mathematics teachers’ performance, for instance, as a learner and as a colleague is of interest (e.g., Liljekvist, 2016; Ruthven, 2016; van Bommel & Liljekvist, 2015, 2016). Further, Beighton (2016) discusses in his article how the prosumeristical behaviour can also work as a tool for control, wherecreativity and knowledge development, and professional learning may not be supported. This aspect of mathematics teachers’ online activities is relevant, as it, for instance, may explain some of the quality problems in the curricular material shared (e.g., Liljekvist, 2016).The poster offers a brief overview of the present situation described above, and clarifies how the prosumer concept may be operationalised in the analysis of data from social media. The core research question centres on how we can theoretically describe mathematics teachers’ simultaneous processes of producing and consuming subject didactical knowledge on social media.
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| 39. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups
- 2019
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Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ⟨hal-02418200⟩.
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Konferensbidrag (refereegranskat)abstract
- Teachers worldwide are using social media as a professional development resource. In studying social media as ‘a place’ for teachers’ professional development, we investigated large Facebook groups with themes connected to teaching and learning in compulsory schools. The interaction in these groups was analysed within the framework of systemic functional grammar. In order to reveal knowledge known and shared by teachers as a community, we have also used Shulman’s (1987) framework. Most posts received responses and this response is in line with the expected response pattern. The speech functions ‘Questions’ and ‘Offers’ were most common. Further, most posts addressed subject specific knowledge. The multi-theoretical approach used when researching mathematics teachers’ professional development in self-organized online groups showed that these large Facebook groups facilitated professional learning.
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| 40. |
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| 41. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Professional Learning Communities in a Web 2.0 World : Rethinking the Conditions for Professional Development
- 2017
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Ingår i: Teacher Empowerment Toward Professional Development and Practices. - Singapore, Singapore : Springer. - 9789811041501 ; , s. 269-280
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Bokkapitel (refereegranskat)abstract
- The new technologies, in particular social media in Web 2.0, enable rapid change in people’s behaviour, which needs to be considered in research on teacher empowerment and teacher professional development and growth. In this chapter we discuss how teachers in an informal, yet structured, way use social media to expand their professional learning communities beyond the local school context in Sweden. This is an example of how a new behaviour is emerging among teachers that changes the opportunities and the frames for professional development and growth. Through teachers’ engagement in social media, such as Facebook, extended professional learning communities arise and teachers’ professional development and growth become evident. Global levels influence local levels: teachers from different schools engage in structured discussions related to everyday practice, such as issues of learning goals in pre-school or topics related to a specific course in upper secondary school. The teachers’ arena for professional development and growth has changed, which means that the context of teacher empowerment is rapidly changing too. Consequently, the chapter includes theoretical reflections on professional learning communities in a Web 2.0 world and how this phenomenon may affect our approach to enhancing teachers’ professional development.
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| 42. |
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| 43. |
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| 44. |
- Liljekvist, Yvonne, et al.
(författare)
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"Sharing is caring" : extending the professional learning community using social media
- 2022. - 1
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Ingår i: Social media. - : Information Age Publishing. - 9781648026560 - 9781648026553 - 9781648026577 ; , s. 103-131
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Our 4-year research project focused on teachers’ professional development in self-organized Facebook groups. Specifically, we studied six large Facebook groups for teachers (> 2,000 members), created and maintained by the teach-ers, with themes connected to subject-specific education (i.e., mathematics or Swedish). To better understand what the online communities offer the teach-ers, we analyzed interactions in a stratified random sample of 553 threads and interviewed 26 participants. The results showed that the interactions are strongly focused on professional issues rather than social interaction. The major part of the interactions involved the sharing of teaching material and lesson tips through transactions that occur when the participants answer questions raised in the group or when key persons offer content. A small percentage of the threads (9%) showed explicit signs of individual learning or transformation taking place.
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| 45. |
- Liljekvist, Yvonne, 1967-, et al.
(författare)
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Swedish teachers talk about school algebra
- 2018
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Ingår i: Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393492 ; , s. 101-110
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Konferensbidrag (refereegranskat)
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| 46. |
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| 47. |
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| 48. |
- Mellroth, Elisabet, 1971-, et al.
(författare)
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Differentiated instruction using learning management systems in upper secondary school and university level : A research proposal
- 2019
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Ingår i: Including the highly gifted and creative students: Current ideas and future directions.. - Münster : Verlag für wissenschaftliche Texte und Medien. ; , s. 378-380
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Konferensbidrag (refereegranskat)abstract
- There is a need to develop an infrastructure to support and maintain teaching that both challenge all students at their knowledge level and open up the possibility to applying mathematical knowledge in innovative and creative ways. Learning management systems (LMS) are widely used throughout the Swedish school system. However, recent studies shows that few teachers use this resource for teaching development, i.e., using LMS as an instrument to improve forthcoming lessons. In this poster a research proposal is outlined. The aim is to explore how LMS can be used as an instrument for differentiated instruction throughout the intertwined processes of planning, teaching, studying, follow up and assessment.
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| 49. |
- Mellroth, Elisabet, 1971-, et al.
(författare)
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Elementary teachers on orchestrating teaching for mathematically highly able pupils
- 2019
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Ingår i: The Mathematics Enthusiast. - : University of Montana. - 1551-3440. ; 16:1-3, s. 127-153
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Tidskriftsartikel (refereegranskat)abstract
- Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.
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| 50. |
- Mellroth, Elisabet, 1971-
(författare)
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Harnessing teachers’ perspectives : Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.
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