| 11. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112.
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Tidskriftsartikel (refereegranskat)abstract
- The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention.
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| 12. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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The lack of discursive opportunities when becoming a mathematics teacher
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we attempt to open a discussion about mathematics teacher education settings constraining prospective teachers’ discursive opportunities, a phenomenon noted in our respective doctoral dissertations. These two doctoral dissertations represent two different types of prospective teachers from three countries. Prospective primary school teachers who had positive experiences and interest in mathematics on the one hand, and prospective teachers who struggled with mathematics and were insecure about their future mathematics teaching on the other. In the discussion, we speculate about the implications of discursive opportunities for prospective teachers' process of becoming a mathematics teacher and highlight the need to place effort to offer sufficient discursive opportunities to prospective teachers.
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| 13. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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This is not how it should end : The role of mathematics teacher education in preparing teachers for sustainable careers
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:04
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.
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| 14. |
- Elicer, Raimundo, et al.
(författare)
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Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources
- 2023
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Ingår i: LUMAT. - : LUMA Centre Finland. - 2323-7112. ; 11:3, s. 77-102
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Tidskriftsartikel (refereegranskat)abstract
- Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.
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| 15. |
- Eriksson, Inger, 1952-, et al.
(författare)
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“Learning models” : Utilising young students’ algebraic thinking about equations
- 2022
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Ingår i: LUMAT. - : LUMA Centre Finland. - 2323-7112. ; 10:2, s. 215-238
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the El’konin-Davydov curriculum (ED Curriculum) and learning activity theory in which the concept of a learning model is crucial. Of the 23 participating students, 12 were girls and 11 boys, approximately seven to eight years old. The analysis of data focuses on the use of learning models and reflective elaboration and discussions exploring algebraic structures of whole and parts. The findings indicate that it is possible to promote the youngest students’ algebraic understanding of equations through the collective and reflective use of learning models, and we conclude that the students had opportunity to develop algebraic thinking about equations as a result of their participation in the learning activity.
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| 16. |
- Grundén, Helena, 1968-
(författare)
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Planning in mathematics teaching : a varied, emotional process influenced by others
- 2020
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Ingår i: LUMAT. - Helsinki : University of Helsinki. - 2323-7112. ; 8:1, s. 67-88
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Tidskriftsartikel (refereegranskat)abstract
- Planning is an essential part of teachers’ work that has consequences for students’ learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers’ point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts,meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency, are present in the process of planning. These feelings sometimes have consequences for decisions teachers make about their mathematics teaching.
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| 17. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
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Ingår i: LUMAT Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö. - 2323-7104. ; 6:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 18. |
- Holmström, Simon Johan Erland, et al.
(författare)
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Gymnasiets laboratorionsundervisning i fysik–mellan tradition och ändrade styrdokument: Laboratory work in upper secondary physics teaching–between tradition and curriculum reform
- 2018
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Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 6:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 19. |
- Kilhamn, Cecilia, et al.
(författare)
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Programmering i svensk skolmatematik
- 2021
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Ingår i: LUMAT. - 2323-7112. ; 9:1, s. 283-312
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Tidskriftsartikel (refereegranskat)abstract
- När programmering skulle inkorporeras i skolans arbete valde Sverige i sin läroplansrevidering 2017 att skriva in det i matematikämnet, med stark koppling till algebra. Samtliga matematiklärare ställdes då inför utmaningen att undervisa i programmering. Vi undersöker här resultatet av 32 lärargruppers gemensamma arbete med att planera och genomföra lektioner i programmering i matematik i grundskolan. För att få insikt i hur lärare tolkar uppdraget och transponerar läroplananes beskrivning av programmering till klassrumspraktiken analyserar vi det matematiska innehållet i dessa lektioner samt vilken syn på relationen mellan matematik och programmering som framträder i lärarnas beskrivning av syfte, lärandemål, aktivitet och reflektion. Vi finner att programmeringsaktiviteter i 1/3 av lektionerna inte kopplas till något traditionellt matematiskt innehåll. I övriga lektioner är det främst aritmetik eller geometri som utgör det matematiska innehållet. Få explicita kopplingar görs till algebra förutom till begreppet variabler, men då är det främst variabler inom programmering som avses. I materialet framträder fyra olika relationer mellan matematik och programmering: 1) enbart programmering; 2) matematik som en kontext för programmering; 3) programmering som ett verktyg för att effektivisera beräkningar; 4) programmering som ett verktyg för att utforska matematik. Resultaten diskuteras i relation till matematikämnets syfte och innehåll i den svenska läroplanen.
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| 20. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Programmering i svensk skolmatematik : Programming in Swedish school mathematics
- 2021
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Ingår i: LUMAT. - 2323-7112. ; 9:1, s. 283-312
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Tidskriftsartikel (refereegranskat)abstract
- When incorporating programming in the school curricula, Sweden decided to integrate it with mathematics, and specifically within the core content of algebra. As a result, all mathematics teachers at all levels were faced with the challenge of teaching programming. In this study we analyse documentation from 32 lesson studies where groups of teachers have planned, conducted, and revised lessons on programming within the school subject mathematics. To gain insight into how the teachers interpret the new task and thus contribute to the transposition of knowledge from the curriculum level to the classroom level, we analyse the mathematical content in these lessons and the relations between mathematics and programming that emerge in the way the teachers describe the aim, the activites and the learning outcomes of the lessons. We find that 1/3 of the lessons do not connect to any traditional mathematics content, and the rest of the lessons mostly focus on arithmetic or geometry. Few explicit connections are made to algebra, except for the variable concept, but when variables are treated the focus is on variables in the programming sense rather than algebra. Four different relationships between mathematics and programming emerge in the data: 1) programming without connecting to mathematics; 2) mathematics as a context for programming, 3)programming as a tool for efficient calculations; 4) programming as a tool for exploring mathematics.The results are discussed in relation to the transposition of knowledge of mathematics as a school subject. © 2021 University of Helsinki. All rights reserved.
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