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1.	Annerberg, Anna, 1972-, et al. (författare) Successful integration of mathematics and vocational subjects : Professional relations between different groups of teachers 2018 Ingår i: ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?” took place 3 – 7 September at the Free University Bolzano.. Konferensbidrag (refereegranskat)abstract Vocational education and training (VET) is an important part of the EU aim to have 75% of its working-age population in work by 2020. VET research which is focused on developing effective teaching is getting increased attention from the educational research community. A special area of interest for VET research is the integration of traditional theoretical subjects such as mathematics and English in vocational courses. Integration of subjects, if successfully organized, has proven to generate improved learning outcomes. What, then, are the factors that render such projects successful?Previous research on integration projects has highlighted the importance of organizational framing such as time allotted for planning, scheduling, infrastructure and management support. Soft values such as relations, cooperation, pedagogical values, and perspectives, have however, not received as much attention in research. The aim of this study is therefor to contribute with knowledge about how teachers, who have been successful in integrating subjects, relate to each other We have chosen to examine how teachers talk about their cooperation and their understanding of the subject content, which in this case is mathematics. The study has taken place at a Swedish upper secondary school which offers only vocational education, and where they have had an active integration project, for several years. The teachers and the school management have identified the project as successful based on improved learning outcomes as well as an increased interest in pursuing more advanced mathematics courses. The Swedish National Agency for Education have also highlighted the project as an example of productive integration.Theoretically we have chosen to focus on teachers’ room for maneuver or freedom to act professionally in relation to each other (Annerberg, 2007). To deal with relations and room for maneuver we use theories that derives from the power perspectives of Foucault (Foucault 1997, 2011). The professional relations between teachers are examined with theories of “professional identity” (Gustafson, 2010) and the room for maneuver is closely related to Parding´s “discretionary power” (2007). We consider power discourses (professional identities and relations) as mediated by language (Fairclough, 2010). The study has a qualitative approach and focuses on the discourses that emerge in the teachers’ talk. There are two groups of respondents; eight vocational teachers who each have been interviewed, and six math teachers who have each been interviewed but also engaged in six group interviews during one year. The interviews were semi-structured and they were transcribed and analysed using a thematic content analysis (Vaismoradi, et al, 2013). The group interviews focused on a particular theme and different data, provided by the researchers, were used as a base for the discussions. Examples of such data include interviews with students, curricular documents and statements regarding mathematics. Discussions during group interviews were recorded and transcribed in the same manner as the individual interviews. The results show that the relations between vocational teachers and mathematics teachers are described differently. The feature that they have in common however is a mutual respect and a recognition of the other groups’ competence as teachers. Most of the vocational teachers talk about themselves as teachers with very good relations to students, they meet the students often and the students value their expertise. They also talk about mathematics in very positive terms and as something that is valuable and useful in their vocation. All vocational teachers do not talk about the integration project as quite as successful as the mathematics teachers do. It seems that one of the most important elements to the way the project is described as successful is the way the mathematics teachers have approached their vocational counterparts with modesty and a genuine interest in identifying the various ways in which mathematics is part of the different professions. This identification has also involved finding ways to incorporate this “workers’ mathematics” into the mathematics teaching. The school has also tried to develop similar integration projects in other subjects. These projects have however been less successful and the vocational teachers argue that identifying these subjects in their vocations is more challenging, hence the cooperation is also less fruitful. One important aspect of the relations between the vocational teachers and the mathematics teachers is the fact that the school offers only vocational programmes. There are no theoretical programmes. The school has an ambition to act as a model of a workplace where teachers act as managers rather than teachers and this creates an environment in which power and status does not come from having theoretical knowledge but rather in having being able to develop and sustain good relationships to the students and in being an expert in the various vocations.Annerberg, A. (2016). Gymnasielärares skrivpraktiker: skrivande som professionell handling i en digitaliserad skola. Diss. Örebro: Örebro universitet, 2016. Örebro.Fairclough, N. (2010). Critical discourse analysis: the critical study of language (2nd ed.). Harlow: Longman.Foucault, M., Bjurström, C. G., & Torhell, S.-E. (2011). Vetandets arkeologi. Lund: Arkiv.Foucault, M., & Ewald, F. (1997). ”Il faut défendre la société”: cours au Collège de France (1975-1976). Paris: Gallimard.Frelin, A. (2010). Teachers’ relational practices and professionality. Uppsala: Institutionen för didaktik, Uppsala University.Gustafson, N. (2010). Lärare i en ny tid: om grundskollärares förhandlingar av professionella identiteter. Diss. Umeå : Umeå universitet, 2010. Umeå.Parding, K. (2007). Upper secondary teachers’ creation of discretionary power : the tension between profession and organisation. Luleå: Division of Industrial Processes, Department of Human Work Sciences, Luleå University of Technology.Vaismoradi, M., Turunen, H. & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nurs Health Sci. 2013 Sep; 15(3):398-405.
2.	Teledahl, Anna, 1972-, et al. (författare) Crumbs of knowledge : assessing preservice teachers’ written probability reasoning 2024 Ingår i: Mediating mathematics. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402476 ; , s. 121-131 Konferensbidrag (refereegranskat)
3.	Teledahl, Anna, 1972-, et al. (författare) Support in relation to problem solving – building a common knowledge base? 2022 Ingår i: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 117-120 Konferensbidrag (refereegranskat)abstract We present three closely related projects concerned with supporting students’ mathe-matical problem solving. The projects build on the assumption that problem solving activities are beneficial to students’ learning but challenging for teachers to organise. Teachers must find ways to support students’ progress in problem solving without removing necessary challenges. The projects deal with this support in different ways, something we intend to use to illustrate the risk that mathematics education research becomes fragmented, making it more difficult for teachers to access and use research results in their professional development. We welcome participants to discuss how closely related research projects like ours can collaborate and complement each other to contribute to a knowledge base that is accessible and useful to teachers.
4.	Andersson, Erik, 1979-, et al. (författare) Kollegialt Lärande i Örebros Skolor – KLÖS-projektet : Hur kan lärares kollegiala lärprocesser stödjas i syfte att skapa hållbara strukturer för utvecklingsarbete? 2019 Rapport (övrigt vetenskapligt/konstnärligt)abstract Projektet KLÖS har undersökt hur lärares kollegiala lärprocesser kan stödjas i syfte att skapa hållbara strukturer för utvecklingsarbete. Målet var att skapa en Örebromodell för kollegialt lärande. En avslutande reflektion kring resultatet är att etableringen av denna modell kräver ett omfattande engagemang och tar tid att få på plats. Det är vår uppfattning att ett flertal aspekter återstår att undersöka. Bland annat är det intressant att undersöka hur arbetet med det kollegiala lärandet fortskrider på pilotskolan. Frågor som är intressanta är: Vilka faktorer har betydelse för att arbetet med kollegialt lärande ska bli permanent och fungera som ett naturligt sätt att arbeta med utveckling av praktiken? Vad blir resultatet av de utvecklingsomgångar som genomförts? Hur följs detta resultat upp och leder det till bestående gynnsamma förändringar? Frågorna handlar om hållbarhet och därmed om hur projektet går från att vara ett projekt som avslutas och glöms bort till att bli ett levande verktyg för utvecklingsarbete som kan göra en verklig skillnad i och för praktiken över tid. Eftersom mycket tid och resurser används till utvecklingsarbete i skolan är det viktigt att det arbete som görs verkligen leder till en konkret och för verksamheten gynnsam förändring. Det innebär att frågan om utvecklings- arbetets hållbarhet är en av de viktigaste frågorna. Det verktyg som utvecklats i projektet och som kommit att symbolisera det kollegiala arbetet på pilotskolan är KLÖS-hjulet. Frågan om hur KLÖS-hjulet 2.0 kan utvecklas och anpassas så att det verkligen blir ett flexibelt och användbart verktyg för att stötta det kollegiala lärandet är kanske den alla viktigaste konkreta frågan. Frågor som är besläktade med frågan om hållbarhet är de som syftar till att undersöka hur det kollegiala lärandet kan bli mer robust. Till dessa hör frågor om hur lärledarens roll kan förstärkas, hur verktyg som stöttar lärares observation och analys av den egna verksamheten kan designas, hur ansvar och engagemang på alla nivåer kan förstärkas och bli synligt samt hur arbetet med kollegialt lärande kan utvärderas. Vi har under projektets gång sett hur lärare behöver stöd i arbetet med att systematiskt identifiera behov i verksamheten för att sedan utforska möjligheter att utveckla och förändra praktiken. Medverkan från forskare som ställt frågor, problematiserat och belyst olika perspektiv har i flera fall varit avgörande för hur ett utvecklingsbehov har identifierats, avgränsats och formulerats som en undersökningsbar fråga. Det är av avgörande betydelse att utvecklingsarbetet inte står och faller med denna medverkan. Verksamheten måste själv ta fram strukturer för hur lärare och lärledare får ett tillfredsställande stöd i sitt utvecklingsarbete så att de har möjlighet att göra kollegialt lärande till en naturlig del av sitt arbete där de känner sig så bekanta med KLÖS-hjulet att de själva kan ställa de frågor som krävs. Således behöver många funktioner, både centralt och lokalt samverka för att vidareutveckla och stötta kollegialt lärande för att utveckla undervisningen i Örebro skolor.
5.	Andersson, Erik, 1979-, et al. (författare) Kollegialt lärande för skol- och undervisningsförbättring : ett helhetsperspektiv 2022. - 1 Bok (övrigt vetenskapligt/konstnärligt)abstract Kollegialt lärande för skol- och undervisningsförbättring bygger på flera års praktiknära forskning och annan forskning inom skolutveckling, professionsutveckling och pedagogiskt ledarskap. Den erbjuder pedagogiska teorier, modeller och metoder för kollegialt lärande i ett helhetsperspektiv som stärker alla elever. I boken framträder kollegialt lärande både som ett arbetssätt och ett förhållningssätt, och du som läsare rustas med verktyg för att hantera det kollegiala lärandets möjligheter och utmaningar. Dessa verktyg är vetenskapligt förankrade. Kollegialt lärande för skol- och undervisningsförbättring vänder sig till lärarstudenter, lärare rektorer, kvalitetsutvecklare och skolchefer inom alla skolformer. Boken är lämplig som litteratur på rektorsprogrammet och för lärarutbildningens utbildningsvetenskapliga kärna, framför allt inom områdena utvärdering, utvecklingsarbete och pedagogiskt ledarskap.
6.	Fahlström, Magnus, 1971-, et al. (författare) Students’ use of images for documenting their problem solving 2017 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
7.	Fahlström, Magnus, 1971- (författare) Teaching mathematics in a physical environment : Act, react, or avoid? 2024 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract This thesis aims to contribute to the body of knowledge regarding teachers’ experience of and perspective on the elements and aspects of the physical environment connected to teaching and learning in general and in mathematics in particular. Teachers are an underutilised source of knowledge in research on the physical environment. In mathematics education, this research is often limited to tools and artefacts.The data in the thesis comes from semi-structured interviews with mathematics teachers, a systematic literature search for mathematics research related to the physical environment, and an online survey where teachers assessed classroom descriptions for teaching adequacy. The interview data was analysed using narrative analysis and content analysis. The research publications from the literature search were analysed with an extension of the didactical triangle as an analytical tool. This tool was also used to analyse the interview data a second time. Conjoint analysis was used to analyse the data from the online survey.The thesis makes two methodological contributions. The first is the extension of the didactical triangle, which makes the interactions between the teacher, the students, the learning content, and the elements and aspects of the physical environment visible. The second is the novel application of conjoint analysis, which enables the analysis of the relative importance of a few seemingly equally important aspects of the physical school environment.The results contribute to understanding three types of situations. Under enabling physical conditions, teachers can act as desired, and under hindering conditions, they react and adjust the activity or avoid it altogether. The results also show that classroom acoustics, spaciousness, and freedom of movement are most important for teachers.In conclusion, this understanding of the role of the physical environment in the teaching and learning situation is vital for daily educational practice.
8.	Harvey, Frida, Adjunkt i matematik, 1985-, et al. (författare) Characteristics of Collaborative Learning in Teacher Professional Development : A Systematic Review 2022 Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 24:1, s. 72-95 Forskningsöversikt (refereegranskat)abstract Professional Learning Communities (PLC) have been used increasingly in designing and discussing teachers' professional development, but how PLC are organised and framed differ between contexts. There is a lack of meta-level studies that aim to define and compare different ways of organising PLC. In this literature review of 32 studies, Cultural-historical Activity Theory (CHAT) is used as an analytical lens to examine different models for PLC in mathematics. By examining and comparing PLC in mathematics, the review aims to expand understanding of how PLC in mathematics can be organised and framed. The result revealed three distinctive activity systems with different objects: developing norms for collaboration, developing teachers’ understanding about mathematics and its teaching, and developing teachers’ repertoire of teaching actions. The activity systems vary concerning the use of mediating artifacts and the norms that regulate each activity system, but are similar regarding participants, context, and division of labor. The review indicates that the teachers participating in PLC in mathematics change their norms of collaboration, enhance their understanding of mathematics and its teaching, and/or enhance their ability to design and carry out mathematics teaching. Our findings can assist designers, organisers, participants, and researchers in making informed decisions about PLC in mathematics.
9.	Harvey, Frida, 1985-, et al. (författare) Characteristics of Professional Learning Communities in Mathematics : A SystematicReview Annan publikation (övrigt vetenskapligt/konstnärligt)
10.	Harvey, Frida, 1985- (författare) Kollegialt lärande i matematik : Ett verksamhetsteoretiskt perspektiv 2021 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract In the last decade, Professional Learning Communities (PLCs) are increasingly used as models for teachers’ joint efforts in developing their teaching. The overall aim of this licentiate thesis is to expand the knowledge of PLCs in mathematics, by deepening the understanding of aspects that influence the establishment, organization, and implementation of PLCs in mathematics. Specifically, the aim is to contribute with an overview of how PLCs in mathematics are organized and framed, and also to explain what may enable and hinder PLCs in mathematics. To fulfill the purpose, two studies are conducted where Cultural Historical Activity Theory (CHAT) is used as a conceptual and analytical framework. In the first study, previous research of PLCs in mathematics are synthesized through a configurative literature review, resulting in a description of how PLCs in mathematics are organized and framed. In the study, similarities, and differences between different models of PLCs in mathematics are examined regarding subjects, objects, mediating artifacts, rules, community, division of labor and outcomes. The result shows three different activity systems, with different objects or motives for implementing the PLCs. The activity systems vary concerning the use of mediating artifacts, and what norms regulate the activity system, but are similar regarding participants, context, and division of labor. In the second study, contradictions, and their manifestations in PLCs in mathematics are analyzed. Contradictions may enable or hinder the work of PLCs depending on whether they are identified or not. Contradictions, and their manifestations, are in the study examined through interviews with teacher leader coaches with experience in coaching teacher leaders of PLCs in mathematics. In the study, four contradictions, in and between activity systems, are identified. These four contradictions are manifested through 26 conflicts and dilemmas. The identified contradictions are connected to the norms and traditions that are part of mathematics as a discipline as well as the teacher profession. Taken together, the result of the two studies can be useful in establishing, organizing, and implementing future PLC endeavors.
11.	Harvey, Frida, et al. (författare) Teacher Professional Development and Collegial Learning : A literature review through the lens of Activity System 2019 Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht, Netherlands. Konferensbidrag (refereegranskat)
12.	Harvey, Frida, Adjunkt i matematik, 1985-, et al. (författare) Teacher Professional Development and Collegial Learning : A literature review through the lens of Activity System 2019 Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. ; , s. 3331-3338 Konferensbidrag (refereegranskat)abstract This study maps key features of effective Teacher Professional Development (TPD) and the framework of Communities of Inquiry (CoI), in an effort to gain an understanding of how these features contribute to teachers’ collegial learning. Activity system, as described by Engeström (1987)/(1999), is used as a theoretical lens which allows for the visualization of TPD as a complex system. The result indicates that, apart from differences in the level of detail in the description of various features, there are differences in the demands the two models place on teachers. Establishing norms that promote collegial learning, in which critical inquiry is expected, emerged as a critical issue. This highlights the importance of viewing any variant of TPD as a process, in which the functions of features shift. Awareness of this process may prove important in designing and implementing future TPD initiatives.
13.	Jäder, Jonas, 1971- (författare) Med uppgift att lära : om matematikuppgifter som en resurs för lärande 2019 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract Elevers möjligheter att utveckla sin kunskap i matematik påverkas av de uppgifter de arbetar med. Det är möjligt att göra en distinktion mellan rutinuppgifter och matematiska problem. En rutinuppgift är en uppgift som en elev kan lösa genom att använda en välbekant metod, eller genom att imitera en förlaga. För att lösa ett matematiskt problem behöver däremot eleven konstruera en för henne ny lösningsmetod. För att utveckla sin matematiska kunskap behöver elever möta såväl rutinuppgifter som matematiska problem. Problemlösning kan skapa förutsättningar för en elev att utveckla såväl en kreativ problemlösningsförmåga, som en konceptuell, matematisk förståelse.Avhandlingen består av fem studier med ett fokus på matematikuppgifter, där studie 1-3 syftade till att undersöka vilka möjligheter att arbeta med matematisk problemlösning som elever i gymnasieskolan erbjuds. Detta undersöktes genom läroboksanalyser, studier av elevers arbete med uppgifter och av elevers uppfattningar om matematik. Uppgifter i läroböcker från 12 länder analyserades (studie 1) och ungefär 10 procent av dessa var matematiska problem. Eleverna arbetade (studie 2) nästan uteslutande med de uppgifter som av läroboksförfattarna kategoriserats som enkla och utan att arbeta problemlösande. Bland dessa uppgifter var andelen matematiska problem 4 procent. Inte heller bland uppgifter som kategoriserats som till exempel ’problemlösning’ eller ’utforska’ var matematiska problem i övervikt. Resultaten var relativt lika för de tolv ländernas läroböcker. Elevers uppfattningar om att rutinarbete är säkrare och något som är rimligt att förvänta sig i matematik (studie 3) kan ha en ytterligare påverkan på deras möjligheter att arbeta problemlösande. Med tanke på de positiva effekter som påvisats för elever som arbetar med problemlösning verkar elevers möjligheter att arbeta med problemlösning begränsade. Det finns potential i att såväl utveckla innehållet i läroböckerna för att öka andelen matematiska problem, som i ett medvetet uppgiftsurval från dessa läroböcker.Syftet med studie 4 och 5 var att fördjupa förståelsen för problemlösning. Ett analytiskt ramverk har utvecklats för att identifiera kreativa, konceptuella och andra utmaningar i elevers problemlösning. Respektive utmaning karaktäriserades för att ytterligare fördjupa förståelsen för dessa och för problemlösning. Elevers arbete med matematiska problem (studie 4) och lärares förväntningar på de utmaningar elever möter vid problemlösning (studie 5) studerades. Konceptuella och kreativa utmaningar visade sig vara de mest centrala vid elevers problemlösning. Genom den karaktäristik som knöts till respektive utmaning kan svårigheter med att identifiera, framför allt kreativa utmaningar, och relationen mellan uppgift och utmaning diskuteras.
14.	Kilhamn, Cecilia, et al. (författare) Developing a framework for assessing students’ mathematical writing 2024 Ingår i: Mediating mathematics. - Göteborg : SMDF. - 9789198402476 ; , s. 1-11 Konferensbidrag (refereegranskat)
15.	Mediating mathematics : Proceedings of MADIF 14. The fourteenth research conference of the Swedish Society for Research in Mathematics Education. Örebro, March 19–20, 2024 2024 Proceedings (redaktörskap) (refereegranskat)
16.	Olsson, Jan, et al. (författare) Feedback to encourage creative reasoning 2018 Konferensbidrag (refereegranskat)
17.	Teledahl, Anna, 1972-, et al. (författare) Crumbs of knowledge : assessing preservice teachers’ written probability 2024 Ingår i: Mediating mathematics. - Göteborg : SMDF. - 9789198402476 ; , s. 121-131 Konferensbidrag (refereegranskat)
18.	Teledahl, Anna, 1972-, et al. (författare) Defining and measuring quality in students' mathematical writing: a systematic literature review 2024 Ingår i: MATHEMATICS EDUCATION RESEARCH JOURNAL. - 1033-2170 .- 2211-050X. Tidskriftsartikel (refereegranskat)abstract Mathematical communication, encompassing writing in, about, and for mathematics, is a critical competency. Defining excellent mathematical writing standards, however, remains challenging. To address this, we conducted a systematic review of 48 scholarly works on quality in mathematical writing. Our findings reveal mathematical writing for different purposes under scrutiny, including general mathematical writing, proof writing, reflective writing, expository writing, and descriptive writing during problem solving. To assess quality, researchers explore a variety of facets, such as syntax and semantics. Progression pathways vary, with both quantitative and qualitative evaluations-analysing text structure, writing style, and the use of different semiotic elements. It seems that in mathematics education, a consensus on quality measurement remains elusive. Proof writing is a notable exception. Among reviewed articles examining proof writing, a common set of standards emerges and provides valuable guidance. We propose that mathematical writing, perhaps especially in the context of reporting solutions in problem solving, can draw from proof writing standards. 'Good' mathematical writing would then require students to focus on (1) defining assumptions and assigning variables; (2) producing a coherent narrative, including relevant calculations (semantic issues); (3) using correct language, representations, and mathematical symbols (syntax issues); and (4) attending to what is appropriate in the context.
19.	Teledahl, Anna, 1972- (författare) Different modes in teachers' discussions of students' mathematical texts 2015 Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 51, s. 68-76 Tidskriftsartikel (refereegranskat)abstract The study aims to examine elementary school mathematics teachers' ways of discussing students' mathematical texts. Nineteen teachers were interviewed in groups and asked to discuss 15 texts. The object of study is the teachers' collective discussions, analyzed using a discourse analytic approach. Findings indicate that two different modes are visible in the discussions: a pedagogical mode, connected to the teachers' position as pedagogues and where identification of students' strategies is foregrounded, and an assessment mode, connected to the teachers' position as examiners, in which a deficiency perspective is adopted that views particular features as 'missing' from the texts.
20.	Teledahl, Anna, 1972- (författare) Digital and analogue writing in mathematics Annan publikation (övrigt vetenskapligt/konstnärligt)
21.	Teledahl, Anna, 1972- (författare) Elevers skrivande i matematik 2018 Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; :1, s. 34-36 Tidskriftsartikel (populärvet., debatt m.m.)abstract Papper och penna används ofta på matematiklektioner. Författaren diskuterar hur elevers matematiktexter kan och bör bli en egen väl definierad textgenre, vilket kan bidra till att förbättra elevers förmåga att uttrycka sig i skrift både för sitt eget lärandes skull och för att andra ska förstå dem bättre.
22.	Teledahl, Anna, 1972-, et al. (författare) Feedback for creative reasoning 2019 Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. - Utrecht, Netherlands. Konferensbidrag (refereegranskat)
23.	Teledahl, Anna, 1972- (författare) How young students communicate their mathematical problem solving in writing Annan publikation (övrigt vetenskapligt/konstnärligt)
24.	Teledahl, Anna, 1972- (författare) ICT in classroom assessment in mathematics 2012 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
25.	Teledahl, Anna, 1972-, et al. (författare) Identifying what in Students’ Mathematical Texts? 2014 Ingår i: Proceedings of the Joint Meeting of PME 38 and PME-NA. - Vancouver : PME. - 9780864913661 ; , s. 242-242 Konferensbidrag (refereegranskat)
26.	Teledahl, Anna, 1972- (författare) Knowledge and writing in school mathematics : a communicational approach 2016 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.
27.	Teledahl, Anna, 1972- (författare) Lärares och forskares ambition att hitta ett gemensamt forskningsfokus 2022 Ingår i: Praktikutvecklande forskning mellan skola och akademi – Utmaningar och möjligheter vid samverkan. - Lund : Nordic Academic Press. - 9789188909848 Bokkapitel (övrigt vetenskapligt/konstnärligt)
28.	Teledahl, Anna, 1972- (författare) Lärares professionsutveckling 2022 Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 31:2, s. 99-106 Recension (övrigt vetenskapligt/konstnärligt)
29.	Teledahl, Anna, 1972- (författare) Mathematics teachers’ assessment of accounts of problem solving 2017 Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017). - Dublin : DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION. - 9781873769737 ; , s. 3596-3603 Konferensbidrag (refereegranskat)
30.	Teledahl, Anna, 1972-, et al. (författare) Quality in students’ writing in mathematics 2022 Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - : ERME / Free University of Bozen-Bolzano. Konferensbidrag (refereegranskat)
31.	Teledahl, Anna, 1972-, et al. (författare) Representationer och strategier i problemlösning 2021 Annan publikation (populärvet., debatt m.m.)
32.	Teledahl, Anna, 1972- (författare) Språkspalten: Mattespråket 2023 Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; :1 Tidskriftsartikel (populärvet., debatt m.m.)
33.	Teledahl, Anna, 1972- (författare) Students’ strategies for presenting the problem 2024 Ingår i: Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. hal-04406828. Konferensbidrag (refereegranskat)abstract Students are, to various degrees, expected to present a context or explain what problem they are working on when they report on their problem-solving work. This expectation rarely comes with instructions on the best way to do this, and, as with most writing in mathematics, research on the issue or curricular standards is limited. This study uses multimodal analysis to investigate students’ strategies for presenting the problem, premises, and facts. The students are part of a research project focused on developing their ability to design written accounts of problem solving by addressing the efficiency and clarity of their writing. Findings suggest students use one of two strategies: integrating the problem and its premises with the calculations or separating the information from the rest of the account. Within these strategies, students approach demands for effective and clear communication in different ways using different semiotic resources.
34.	Teledahl, Anna, 1972-, et al. (författare) Students’ use of written and illustrative information in mathematical problem solving 2021 Ingår i: Sustainable mathematics education in a digitalized world. - 9789198402445 ; , s. 173-182 Konferensbidrag (refereegranskat)
35.	Teledahl, Anna, 1972-, et al. (författare) The Logic of Communication in Competency Frameworks for Mathematics Annan publikation (övrigt vetenskapligt/konstnärligt)
36.	Teledahl, Anna, 1972-, et al. (författare) What is noticed in students' mathematical texts? 2015 Ingår i: Current State of Research on Mathematical Beliefs XX. - Falun : Högskolan Dalarna. - 9789185941933 Konferensbidrag (refereegranskat)
37.	Teledahl, Anna, 1972-, et al. (författare) Writing down the solution separate from solving the problem 2023 Ingår i: For the Learning of Mathematics. - 0228-0671. ; 43:2, s. 41-46 Tidskriftsartikel (refereegranskat)abstract Mathematical writing in school is difficult to teach. Reasons include that it is a domain in which there are rules for some parts of the writing like for example mathematical notation while others must be negotiated locally in the classroom. Writing is also seldom separated from the process of solving mathematical problems, creating a situation where students’ texts rarely are assessed based on their communicational merits alone. Writing done in connection with problem solving also often fails to distinguish between writing as a cognitive tool and writing to communicate with others. In this article we present and discuss a teaching design that addresses these problems by creating a separation between problem solving and the production of formal written mathematical communication. This separation creates an opportunity for the communicational merits of the texts that students produce to be discussed in class using a framework that suggests qualities to be considered.

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