| 1. |
- 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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| 2. |
- 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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| 3. |
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| 4. |
- Frisk, Susanne, 1966, et al.
(författare)
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Planera för matematiska samtal.
- 2020
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Ingår i: Nämnaren. ; 2020:3, s. 3-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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The research lesson: Exploring which of the given three sets of lengths could form a triangle
- 2017
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Ingår i: The World Association of Lesson Studies (WALS) International Conference 2017. - Nagoya, Japan : WALS. - 1068-3070.
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the lesson study conducted at the pre-service education courses where triangle inequality is the key mathematical concept for discussion. The study problematizes the patterns of variation for discussing triangle inequality in the classrooms through the research lesson.
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| 7. |
- Gallos Cronberg, Florenda, 1956, et al.
(författare)
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Triangle inequality and its critical aspects
- 2016
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Ingår i: EARLI Special Interest Group 9: Phenomenography and Variation Theory.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Triangle inequality and its critical aspects The study discusses our experiences of doing learning study at the university level where the focus is looking into the concept of triangle inequality. The study problematizes as to how critical aspects about triangle inequality could be identified in the classrooms through a mathematical task. It employs a qualitative research design that is non-emergent case study and is guided by the conceptual frameworks of learning study and variation theory. The same task was implemented to different groups of students in three different occassions. The students made use of the available materials to answer questions in the task, like matchsticks and computer applications, and tried to justify their answers mainly based on their constructions. Results showed that identifying the critical aspects on triangle inequality was not attained readily, however, during the whole class discussions the students became more aware of these critical aspects and on justifying their answers in a more generalized form. On the researchers’ perspective, this learning study has no doubt have enhanced the skills on preparing mathematical tasks as well as how the concept of triangle inequality be introduced, defined and discussed in mathematics classrooms.
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| 8. |
- Innabi, Hanan, 1962, et al.
(författare)
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Patterns of Variation in the Work of “Mathematics in the City project”: A Suggested Research Question
- 2019
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Ingår i: The Mathematics Education for the Future Project – Proceedings of the 15th International Conference. August 4-9, 2019 at Maynooth University, Kildare, Ireland. Rogerson, A., & Morska, J. (red.). - Münster, Germany : WTM Verlag. - 9783959871112
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Konferensbidrag (refereegranskat)abstract
- The framework of this paper is based on the variation theory (VT), which explains the necessary conditions for learning. According to this theory, students have to experience patterns of variation for learning to take place. This paper highlights the patterns of variation that can be found in the work of the “Mathematics in the City” (MitC) project. Some examples are presented, and a research question is proposed related to using VT as a tool to analyze students’ learning in the MitC classrooms.
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| 9. |
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| 10. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Matematiska samtal i klassrummet - vägar till elevers lärande
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I boken presenteras ett ramverk som hjälper läraren att planera, genomföra och utvärdera matematiska samtal i klassrummet. Ramverket bygger på forskning om kommunikation i matematik och har utprövats i samarbete med verksamma och blivande lärare. Boken innehåller också planeringsunderlag för matematiksamtal. Boken är ett resultat av ett forsknings- och utvecklingsprojekt om kommunikation i matematik (KOMMA) vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet.
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| 11. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Questioning questions - revisiting teacher questioning practices
- 2018
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Ingår i: Proceedings of the eleventh research seminar of the Swedish Society for Research in Mathematics Education (MADIF11).
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Konferensbidrag (refereegranskat)abstract
- This paper revisits the art of questioning in mathematics classrooms through a comparative analysis of three mathematical whole-class discussions using number strings. Data was collected from two expert teachers, and one teacher engaged in professional development learning to use number strings. The teachers’ questions were analysed to find out what constitutes a mathematically fruitful questioning practice. Findings show that learning about affordances of different question types is a good start, but needs to be accompanied by developing listening skills and changing one’s belief about the aim of questions in the mathematics classroom.
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| 12. |
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| 13. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Systematic variation in examples in mathematics teaching
- 2018
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Ingår i: Didactic classroom studies A potential research direction. - Lund : Kriterium / Nordic akademic press. - 2002-2131. - 9789188661456 ; , s. 47-65
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Bokkapitel (refereegranskat)
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| 14. |
- Nyman, Rimma, 1983, et al.
(författare)
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A lesson study approach to develop prospective teachers' professional skills - introduction of the equal sign
- 2019
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Ingår i: Högskolepedagogisk konferens i Göteborg (HKG), 24 Oktober 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teaching is amongst the most complex working tasks for elementary school teachers. As teacher educators, we work towards relevant content and forms of teaching in teacher education. One way is to involve prospective teachers in actively linking theoretical and professional knowledge in practice. In this session we would like to discuss the design of our lesson study in a mathematics course, which is a part of primary teacher education program. Prospective elementary teachers take on the challenge of introducing the equal sign in pre- school class, 5-6 year olds. There are research results on learning and instruction of introductory algebra (e.g Adolfsson Broman, el.al, 2013), showing that teaching the relational understanding of the equal sign is both important and challenging (Stephens, et al., 2013, Hattikudur & Alibali, 2010). Addressing this dilemma, a lesson study approach has been designed, where prospective teachers prepare and evaluate insights from instructional practice in introductory algebra and manage didactical situation in preschool class collaboratively. The lesson study was initiated in 2011 and is developed every term, as a practicum part of a university mathematics course for elementary teachers. The course is on advanced level, in the last term of teacher preparation program. Prospective teachers plan, teach and discuss introduction of the meaning of the equal sign in a lesson study group. A lesson study approach to develop prospective teachers’ professional skills – introduction of the equal sign. The purpose of this session is to discuss and refine the lesson study approach of prospective elementary teachers working with mathematics content in relation to their practice. During the workshop, we would like to discuss how our lesson study can be developed further in order to further support prospective teachers’ professional skills in pre-school class.
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| 15. |
- Nyman, Rimma, 1983, et al.
(författare)
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A tool for planning and orchestrating mathematical discussions
- 2018
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Ingår i: Proceedings of the International Group for the Psychology of Mathematics Education. - Umeå : PME. - 0771-100X.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Orchestrating a mathematical discussion is an important skill for teachers to develop, since mathematical discussions make up powerful classrooms (Schoenfeldt, 2014). However, that skill is neither innate nor easy to convey to pre-service teachers. This poster reports on the development of a communication competence framework based on research that stresses the importance of mathematical discussions (e.g. Franke, Kazemii & Battey, 2007, Kazemii & Hintz, 2014). The aim was to create a useful tool for planning, conducting and analysing mathematical whole class discussions. Using a lesson study approach, a framework was developed and included as a course element in four different mathematics education courses for pre-service teachers. It was tested and revised through an iterative process, using video observations of lectures and workshop activities, as well as written reflections and examination tasks. Our study resulted in a framework describing the interplay between two main aspects of mathematical discussions: mathematical objectives and talk moves, as follows: First, the planning of a whole class discussion starts with a focus on the mathematical objective (strategy sharing, focussing, comparing, justifying). Then, pupils’ strategies and questions are anticipated and the teacher orchestrates a discussion making use of specific talk moves. Finally, the mathematical objectives are revisited when analysing the discussion and assessing what learning has occurred. A significant breakthrough in the development of the framework was when we made a clear distinction between moves to initiate student actions (think quietly, talk in pairs, describe, reason, repeat, add on, revise), and moves indicating teacher actions where new mathematical input is added (revoice, challenge, question). The final version of the framework proved much appreciated by the students in helping them to conceptualise and decompose mathematical discussions. The framework contributes to teacher education by making pre-service teachers aware of basic components of a mathematical discussion.
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| 16. |
- Nyman, Rimma, 1983, et al.
(författare)
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Att leda matematiksamtal i klassrummet
- 2018
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Ingår i: Forskning pågår, 31 oktober, Göteborg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Det finns faktorer som gynnar ett matematiskt samtal, bland annat att samtalet har ett matematiskt syfte. Eleverna bör veta hur de ska agera och bidra till diskussionen i matematik. Under föreläsningen visar vi exempel på hur använda kommunikativa drag för att nå ett matematiskt syfte.
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| 17. |
- Nyman, Rimma, 1983, et al.
(författare)
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Lesson study i lärarutbildningen
- 2020
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Ingår i: Nämnaren. ; 2020:3, s. 15-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Som ett moment i sin lärarutbildning får blivande lärare genomföra en Lesson study om matematiska likheter och likhetstecknets betydelse. Didaktiska kunskaper blir kopplade till praktiken. I artikeln beskriver vi momentet och reflekterar över arbetssättet.
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| 18. |
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