| 1. |
- Ask, Sofia, et al.
(författare)
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Mångfald och stadieövergångar
- 2004
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Ingår i: På väg mot integrativ didaktik. - Växjö : Växjö University Press. - 917636433X ; 53, s. 93-102
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Bokkapitel (refereegranskat)
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| 2. |
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| 3. |
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| 4. |
- Booth, Shirley, et al.
(författare)
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Paths of learning—the joint constitution of insights
- 2012
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Ingår i: Learning Mathematics: From Hierarchies to Networks. - : Routledge. - 0203016467 ; , s. 62-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a junior school in a Stockholm suburb four groups of 11-year-olds are pondering a task given to them in writing (Wistedt and Martinsson, 1996, p. 176): Charlie ponders, and so do the other children. In three consecutive questions given in a small, illustrated booklet they are asked to give answers to the question: Exactly how big a part is needed for each of (A) the advent candle-sticks, (B) the small candlesticks, and (C) the bookends? The pupils are asked to give their answers in decimal form.
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| 5. |
- Dahl, Thomas
(författare)
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Problem-solving can reveal mathematical abilities : How to detect students' abilities in mathematical activities
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Dahl, Thomas (2012). Problemlösning kan avslöja matematiska förmågor. Att upptäcka matematiska förmågor i en matematisk aktivitet (Problem-solving can reveal mathematical abilities: How to detect students‟ abilities in mathematical activities). Linnéuniversitetet 2012; ISBN:978-91-86983-28-4. Written in Swedish.The thesis deals with the problem of identifying and classifying components of mathematical ability in students‟ problem-solving activities. The main theoretical framework is Krutetskii‟s theory of mathematical abilities in schoolchildren. After a short historical background focusing on the question of differentiation or integration among students on the basis of their various aptitudes for studies, the theory of mathematical ability and especially the Krutetskiian theory are described. According to Krutetskii mathematical ability should be looked upon as a structure of seven or eight different components called abilities which may appear and be subject to analysis during a mathematical activity.Krutetskii used school pupils and experimental problems to establish the relevance of his structure of abilities. However, in this work the theme is approached from the opposite perspective: If a problem and an experimental person are given, which mathematical abilities will appear and in what ways do they appear in the mathematical activity? The empirical study uses three so called “rich mathematics problems” and 98 students of which 37 study at the lower secondary school, 39 at the upper secondary school and 22 at the teacher education programme. The output data is either the written outcomes of the students‟ individual work on a problem or the recordings from small groups of students solving a problem in cooperation with their peers.In order to identify and classify abilities, the separate components of mathematical ability must be interpreted and adapted to the specific problem on which the students are working. I call this process of conformation of the abilities operationalization and the question in focus is if such an operationalization can be done successfully. The results indicate that it could be done and several examples are given which show how one or several mathematical abilities may come out more or less strongly in the mathematical activity of problem solving. The results also indicate that even low or average achieving students may show significant creative abilities. Another observation from the empirical study is that creative abilities do not seem to be more abundant among upper than lower secondary students. These two observations point out possible pathways to proceed further in the study of mathematical abilities.
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| 6. |
- Edfeldt, Åke, et al.
(författare)
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High ability education in Sweden: The Swedish model
- 2008
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Ingår i: The Routledge international companion to gifted education.. - : Routledge, London and New York. - 9780415461375 ; , s. 76-83
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Bokkapitel (populärvet., debatt m.m.)abstract
- The article describes the development of Gifted Education in Sweden from its early start in 1980 to present time. It gives examples of how gifted education has been implemented in Sweden with examples from research projects concerning the development of gifted education in two school subject: Swedish and Mathematics.
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| 7. |
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| 8. |
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| 9. |
- Hatami, Reza, 1950-
(författare)
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Reguladetri - En retorisk räknemetod speglad i svenska läromedel från 1600-talet till början av 1900-talet
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- AbstractIn this dissertation the most common methods of solution, in whichThe Rule of Three is included, are presented. The Rule of Three taskshave been considered in various manners during the centuries. Thisdissertation examines how The Rule of Three, as a rhetorical methodof calculus, is presented in Swedish textbooks from the 17th centurytill the beginning of the 20th century. Moreover, a comparativeanalysis, of The Rule of Three tasks and their solutions, is presented.In addition, a variety of other rules are presented and treated asexamples of rhetorical mathematics. Similar to The Rule of Three,these rules are built on proportionality.The tradition that Björk started in using proportionality was continuedby Celsius, Beckmarck and Forsell and later by Björling andZweigbergk. Zweigbergk’s textbook is excellent from a mathematicalas well as from a pedagogical point-of-view. In Zweigbergks’saccount of Regula de Tri the emphasis is on comprehension andmechanical skills.The results of this thesis show that the textbooks can be divided intothree groups, based on their description of The Rule of Three. Group:1. Include the (textbook) authors who strongly emphasizealgorithms and mechanical arithmetics.2. Include the (textbook) authors who build their descriptions ofThe Rule of Three on the theory of proportion.3. Include the (textbook) authors who solve The Rule of Threeproblems through going back to the unit.
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| 10. |
- Nilsson, Per, 1967-
(författare)
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Exploring Probabilistic Reasoning : A Study of How Students Contextualise Compound Chance Encounters in Explorative Settings
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at exploring how probabilistic reasoning arises in explorative learning situations that are random in nature. The focus is especially on what learners with scant experience of formal theories of probability do and can do when dealing with compound random situations in which they are offered opportunities to integrate different probabilistic lines of reasoning.Three studies were carried out for the purpose of gaining an understanding of how learners’ probabilistic reasoning is organised and re-organised in explorative, random-dependent situations. In two of the studies 12 to 13 year-old students acted within a dice-game setting, which was based on the total of two dice. The third study examined 14 to 16 year-old students’ ways of dealing with ICT-versions of compound, independent events viewed in a random-dependent ramified structure.To uncover the basis and the content of the students’ reasoning, behaviour has been regarded in terms of intentions. That is, to understand and make sense of the students’ reasoning, their activities have been matched and re-matched with conjectures about their intents to fulfil certain goals.Although the students were acting on the same learning material, the analyses revealed various kinds of probabilistic reasoning among the students. It has been argued that students’ various ways of dealing with chance encounters may be understood and explained with reference to the ways in which they interpret the learning situations. Thus, this thesis suggests that probabilistic reasoning takes form through a process of contextualisation, i.e. through a compound process where the cognitive activity oscillates between interpretations and reflections about context, the focal event and new information that comes into play.This thesis reveals that students, prior to instruction, are able to devise ideas of an underlying probability distribution in the case of compound random phenomena. The students bring into the discussion geometrical and numerical considerations, as well as arguments reflecting principles of the law of large numbers.
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| 11. |
- Pettersson, Eva, 1966-, et al.
(författare)
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Barns matematiske evner - og hvordan de kan utvikles
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Med denne boken ønsker forfatterne å gi håp om en bedre fremtid for barn med særskilte matematiske evner. Det vil i sin tur tjene også foreldrene og lærerne. Fremtidens matematikere er blant dagens matematikktalenter i skolen. Å ta vare på dem er dermed et viktig samfunnsansvar. Undervisning som er myntet på matematikktalentene, vil ofte inneholde ideer, stoff og metoder som kan komme alle elevene til gode. Det kan være både morsomt og spennende for alle å engasjere seg i matematikk. Det er de matematiske evnene det er viktig å ta vare på og utvikle. Ensidig vekt på svarene kan stenge døren for videre utforskning. I denne boken er det eksempler på øvelser som kan inspirere leserne til aktiviteter som stimulerer barns og unges matematiske utvikling. Det er også eksempler på hvordan lærere kan ta de utfordringene elevene gir dem, bare de tør. Boken retter seg mot lærerstudenter, matematikklærere og foreldre med evnerike barn.
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| 12. |
- Pettersson, Eva, 1966-
(författare)
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Studiesituationen för elever med särskilda matematiska förmågor
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study aims to describe variation in the expression of students’ mathematical ability and the various ways in which their mathematical aptitude is acknowledged and supported by their teachers, parents and peers in a Swedish context. Ability is defined as a complex of various abilities each of which may be more or less pronounced in a given individual. The study is based on ten case studies of highly able students (ages 6-19). Six of the studies are longitudinal, ranging from three to six years. In order to validate the results of the case studies, two survey studies were carried out involving 180 teachers (preschool to Grade 9 in Swedish compulsory school) and 284 mathematics developers from 229 Swedish municipalities. The survey studies raised questions concerning the teachers’ personal experience of identifying and supporting highly able students, the nature of their everyday teaching, and the support given to able students. The results show that mathematical abilities can take many different forms and there is great need for pedagogical support for this group of students. Since extra resources are rarely available for the benefit of nurturing talent and since there are, as yet, no Swedish national or local policy documents that specifically address the support of talent in students, teachers are on their own in figuring out how to best help able students develop mathematically. The study points to the importance of the social norms that influence the interaction between teacher and student(s): everyday social norms as well as socio-mathematical norms, i.e. norms specific to the subject of mathematics. The latter place considerable demands on the teachers’ mathematical knowledge and competence. The benefits of early interventions, of supportive teaching environments, and of providing the students with challenging tasks and questions are also discussed.
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| 13. |
- Ryve, Andreas, 1973-
(författare)
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Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The driving force of conducting the two studies presented in this thesis is to examine ways that conceptual understanding and problem solving could be part of mathematics teaching, and through that, part of students' mathematical knowledge. The specific aims of the thesis are: 1) to characterize the classroom discourse of two, apparently similar, problem solving courses in teacher education and 2) to discuss the possibilities of developing two analytical approaches - the communicational approach to cognition and the dialogical approach - used for studying mathematical discourse. The two aims are elaborated on by means of data collected through audiotaped recordings and field notes from observations of problem-solving activities in engineering and teacher education. In relation to the first aim, the analysis of the classroom discourse within the two courses makes it clear that both courses displayed different kinds of discourse that could be broadly categorized in terms of: subject-oriented, didactically oriented, and problem solving oriented discourses. However, the comparisons between the two courses reveal a marked difference in the distribution of these categories of discourse. It is suggested that the introduction of explicit conceptual frameworks in teaching is of crucial importance for the topical focus of the classroom discourse, and for prospective teachers' opportunity to engage in mathematical productive discourse. The analyses of the two approaches for studying mathematical discourse reveal that the two frameworks can be further developed and the study also indicates ways in which such development can be achieved using a theory of contextualization and theories of mathematical learning. Finally, the thesis discusses theoretical and practical implications of the results, foregrounding issues of importance for the research on mathematical discourse, and for teachers and teacher educators involved in designing instructions for mathematical problem solving.
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| 14. |
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| 15. |
- Ryve, Andreas, et al.
(författare)
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Contextualizing mathematical teaching and learning
- 2010
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Ingår i: The first sourcebook on Nordic research in mathematics education. - Charlotte : Information Age Publishing. - 9781617350986 - 9781617350993 ; , s. 319-332
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Bokkapitel (refereegranskat)abstract
- The social turn in mathematics education has implied that researchers wish to include collaborative and social aspects when accounting for students’ learning in mathematics. To accomplish this task many theoretical frameworks have been introduced, some of these also used in the field of mathematics education. Several publications produced by Swedish researchers in mathematics education have used the theory of contextualization and the related analytical principles of Intentional analysis to conceptualize and analyze mathematical teaching and learning. The theory of contextualization is situated in constructivist ontological and epistemological principles and is operationalized to include conceptual, situational, and cultural aspects of students’ conceptions of a given task. In this chapter we elaborate on the theory of contextualization and how it may be used to study mathematics learning and teaching by bringing together five examples of students´ learning of mathematics in compulsory school and higher education previously separately presented in international publications in mathematics education.
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| 16. |
- Ryve, Andreas, et al.
(författare)
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Contextualizing mathematical teaching and learning
- 2010
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Ingår i: The First Sourcebook on Nordic Research in Mathematics Education<em> </em>. - Charlotte : Information Age Pub.. - 9781617350986 ; , s. 319-332
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Sjöberg, Gunnar, 1955-
(författare)
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Om det inte är dyskalkyli - vad är det då? : En multimetodstudie av eleven i matematikproblem ur ett longitudinellt perspektiv
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems.The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail.A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school.The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice.The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage.The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.
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| 18. |
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| 19. |
- Szabo, Attila, 1965-
(författare)
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Matematiska förmågors interaktion och det matematiska minnets roll vid lösning av matematiska problem
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis deals with the interaction of mathematical abilities and the mathematical memory's role in problem-solving. To examine those phenomena, I analyzed the expression of mathematical abilities for high achieving students from upper secondary school. The study shows that the mathematical memory accounts for a relatively small proportion of time of the problem-solving process and that the mathematical memory emerges mainly during the initial phase of the process. Although the mathematical memory accounts for a small percentage of the time of the problem-solving process, the mathematical memory has a decisive role for the choice of problem-solving methods, because the students choose their solution methods in the initial phase of their problem-solving activity. The study shows that the choice of problem-solving method has significant consequences for the students' problem-solving activity; if the chosen methods did not lead to the desired outcome, so the students found it very difficult to change their initially chosen problem-solving methods. The study also shows that students who use general problem-solving methods perform better than students who use numerical methods.
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| 20. |
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Wistedt, Inger, 1943-, et al.
(författare)
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Barn som är bra på matematik
- 2011. - 8
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Ingår i: Nämnaren Tema 8: Matematik - ett grundämne. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 9789185143191 ; , s. 35-42
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Bokkapitel (populärvet., debatt m.m.)abstract
- Det finns barn som tidigt visar lust för matematik, en del av dem utan stöd hemifrån. Hur ska vi stödja dessa så att de får utveckla talang och intresse?
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| 27. |
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| 28. |
- Wistedt, Inger, 1943-
(författare)
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Begabungsförderung in Mathematik : Ein Project aus Schweden.
- 2010
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Ingår i: Indivduelle Förderung multipler Begabungen.. - Berlin, Munster, Wien, Zurich, London : LIT-Verlag. - 9783643115447 ; , s. 185-192
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Bokkapitel (refereegranskat)abstract
- Artikeln redovisar ett svensk projekt finansierat av Vetenskapsrådet. Projektet fokuserar elever som har särskilda matematiska förmågor och hur de tas om hand i den svenska grundskola.
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| 29. |
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| 30. |
- Wistedt, Inger
(författare)
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Datateknisk ingång för kvinnor : en utvärdering
- 2000
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Datateknisk ingång för kvinnor (DTI) är en tvåårigt program som startade vid Luleå Tekniska Universitet 1995. Efter de två DTI-åren fortsätter studierna i andra årskursen på datateknisk civilingenjörsutbildning (D-programmet). Det finns också möjlighet att välja det kortare dataingenjörsprogrammet (DI). Merparten av DTI-studenterna kommer från gymnasiets samhällsvetenskapliga program eller motsvarande. Rapporten inleds med en presentation av DTI-programmet, bakgrunden till att programmet startats och redovisning av tidigare utvärderingar. Därefter ges statistik över studieprestationer för de DTI-klasser som startade 1995 och 1996. Vidare diskuteras avhopp, baserat på statistik och på intervjuer med studenter som valt att inte fortsätta på D- eller DI-programmen. I en del av rapporten redovisas längre intervjuer med 13 personer, varav 9 DTI-studenter. I den avslutande sammanfattningen tas frågor upp om hur rekryteringen till DTI lyckats, hur DTI har uppfattats av studenterna och hur väl övergången till D- och DI-programmen fungerat. En jämförelse görs med andra utbildningar med liknande mål. Rapporten avslutas med att behandla frågan: Bör utbildningen förändras och i så fall hur?
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| 31. |
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| 32. |
- Wistedt, Inger, 1943-
(författare)
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Den tillämpade pedagogikens dilemman
- 2009
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Ingår i: Pedagogik som examensämne 100 år. - Uppsala : Uppsala universitet, Pedagogiska institutionen. - 9789189444300 ; , s. 181-190
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Bokkapitel (populärvet., debatt m.m.)abstract
- Artikeln diskuterar fyra tolkningar av pedagogikämnet som tillämpad vetenskap samt olika former för att integrera kunskaper från olika forskningsfält i mångvetenskaplig samverkan.
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| 33. |
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| 34. |
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| 35. |
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| 36. |
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| 37. |
- Wistedt, Inger, 1943-
(författare)
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Everyday Common Sence and School Mathematics
- 1994
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Ingår i: European Journal of Psychology of Education. - Great Britain. - 0256-2928 .- 1878-5174. ; IX:1, s. 139-147
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Tidskriftsartikel (refereegranskat)abstract
- Two factors which complicate the creation of links between common sense and mathematics are discussed: one that deals with the problem of using everyday life experience as a basis for abstracting mathematical ideas, and one which concerns the pupils abilities to interpret an assigned task in a mathematically relevant way
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| 38. |
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| 39. |
- Wistedt, Inger
(författare)
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Forskningsbaserad undervisning : vad kan det vara?
- 2000
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Ingår i: Matematikk i samfunnsmessig, historisk og kulturelt perspektiv. - Bergen : Høgskolen i Bergen. - 8277090331 ; , s. 69-83
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 40. |
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| 41. |
- Wistedt, Inger, 1943-
(författare)
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Förord
- 2010
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Ingår i: Åskådningsmatematik. - Stockholm : Norstedts Förlag. - 9789113026107 ; , s. 5-23
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Bokkapitel (populärvet., debatt m.m.)
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| 42. |
- Wistedt, Inger, 1943-
(författare)
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Förändringsverksamhet och verksamhetsförändring
- 1988
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Ingår i: Kritisk utbildningstidskrift KRUT. - Stockholm : Kritisk Utbildningstidskrift KRUT. - 0347-5409. ; 51:3, s. 56-58
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 43. |
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| 44. |
- Wistedt, Inger, 1943-, et al.
(författare)
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High ability education in Sweden : The Swedish model
- 2009
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Ingår i: <em>The <em>Routledge international companion to gifted education</em></em>. - New York : Routledge. - 0415461367 - 0415461375 ; , s. 76-83
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The article discusses the development of Gifted Education in Sweden from its start in the 1080's through its further development up to 2009. Future directions for the development of gifted education in Sweden are discussed.
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| 45. |
- Wistedt, Inger, 1943-, et al.
(författare)
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High ability education in Sweden : The Swedish model
- 2009
-
Ingår i: The Routledge international companion to gifted education. - New York : Routledge. - 0415461367 - 0415461375 ; , s. 76-83
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The study summarizes the development of Gifted Education in Sweden from its start in the 1980´s through its further development up to 2009. The article provides examples from projects concerning highly able students in reading and in mathematics. Future plans for the development of gifted education in Sweden are discussed.
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| 46. |
- Wistedt, Inger, 1943-
(författare)
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Intresse och fallenhet för matematik
- 2014. - 10
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Ingår i: Matematikundervisning i praktiken. - Göteborg : Göteborgs universitet. - 9789185143245 ; , s. 128-136
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Bokkapitel (populärvet., debatt m.m.)abstract
- Två examensarbeten i lärarutbildningen presenteras genomförda i årskus 3-4 och 8, som behandlar matematiska förmågor och hur lärare kan upptäcka dessa hos sina elever.
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| 47. |
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| 48. |
- Wistedt, Inger, 1943-
(författare)
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Matematiksatsningen utvärderad
- 1991
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Ingår i: Nämnaren 100. - Göteborg : Göteborgs universitet. - 0348-2723. ; 18:3/4, s. 41-42
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 49. |
- Wistedt, Inger, 1943-, et al.
(författare)
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Matematiska resonemang
- 1999
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Ingår i: Filosofi med barn. - Stockholm : Carlsson Bokförlag. - 9172038411 ; , s. 173-201
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Bokkapitel (populärvet., debatt m.m.)
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| 50. |
- Wistedt, Inger, 1943-
(författare)
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Matematiska samtal
- 1993
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Ingår i: Nämnaren. - Göteborg. - 0348-2723. ; 20:3, s. 21-23
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I den pedagogiska debatten framhålls ofta kommunikationens betydekse för kunskapsbildningen. Genom matematisks samtal får barnen en möjlighet att uttryck och reflektera över sina tankar och de får också chans att pröva och ompröva dem i samspel med andra. I artikeln diskuteras kommunikationen som både ett överskattat och ett underskattat verktyg i lärprocessen, utifrån exempel hjämtade från projektet "Att använda barn informella kunskaper i matematikundervisningen".
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