| 1. |
- Andersson, Christian H., et al.
(författare)
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An examination of pre-service mathematics teachers’ ethical reasoning in big data with considerations of access to data
- 2023
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 70, s. 101029-101029
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Tidskriftsartikel (refereegranskat)abstract
- Implementations of Big Data analysis are reshaping society. The novel ways mathematics operate in society warrants new efforts for mathematics education, both in teaching the new technology and in providing an ethical and critical awareness of its implications. This interview study investigates pre-service teachers' ethical reasoning in data science contexts, focusing on aspects of access to the data that underpin the technology. Findings show that pre-service teachers offer a wide array of ethical arguments related to access to data, that informs their effort to think critically on oppressive situations. However, there is also an indication that their reasoning can be limited by lacking understanding of the related data science methodology, implying that mathematics teacher education should encompass more of this.
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| 2. |
- Björklund, Camilla, 1977, et al.
(författare)
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Strategies informed by various ways of experiencing number relations in subtraction tasks
- 2022
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 67
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to develop greater understanding of how the way students experience a task is related to which, and how, number relations are discerned. We study how 42 Grade 1 students solved a word problem in a number range that was new to them: 32–25 = __. The variation theory of learning has informed our analysis, opening for thorough analyses of what constitutes differences in the students’ acts in solving the arithmetic word problem and how they experience the task. Observations of their strategies and ways of reasoning revealed that how the students discern the semantic structure and number relations relates to their ways of encountering the task and consequently their success in solving it. The study offers a complementary approach to understanding arithmetic skills that contribute knowledge as to why some students develop powerful ways of solving arithmetic tasks while others get stuck in cumbersome strategies.
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| 3. |
- Fredriksdotter, Hanna, et al.
(författare)
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Investigating grade-6 students' justifications during mathematical problem solving in small group interaction
- 2022
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 67
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we focused on grade-6 students’ justifications during mathematical problem solving in small group interaction. Video recordings from two classrooms were analyzed, using Harel and Sowder’s (2007) taxonomy of proof schemes as a tool to categorize students’ justifications, which showed that the frequency of various types of justifications corresponded to previous studies of adult students’ demonstrations of proof schemes. Results also showed that both Non-referential Symbolic and Transformational justifications contributed to students’ formulations of general arguments. In addition, agreements between proximately located justifications based on examples and calculations supported students’ improvements of solutions. However, in cases of disagreements, justifications based on calculations often had most influence on the proving process even when the calculation was incorrect. Our results imply that teachers should emphasize the importance of agreement between calculations and empirical examples, as well as the significance of counterexamples, as a support to students’ progression towards mathematical proving.
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| 4. |
- Ryan, Ulrika, PhD, 1968-
(författare)
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Solidarity acts in the context of language diversity : Students’ encounters with epistemological difference
- 2022
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 66, s. 100946-100946
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how grade five students in a multilingual mathematics classroom where the language of instruction (Swedish) is the only shared language act to inhabit the learning space in solidarity as they encounter epistemological difference. The study contributes with empirical knowledge on students’ solidarity acts when they engage in explanatory conversations in whole class or small group discussions. Theoretically, the study contributes with coordination of Levinasian conceptions of solidarity and inferentialism to capture solidarity in epistemological dimensions of explanatory conversations among students. The study provides 4 different events that illuminate students’ solidarity acts in encounters with epistemological difference. The events include willingness to accept otherness, substituting oneself for the other, disruption and idiolect bridging, and endurance in giving reasons when being asked nonnormatively appropriate questions.
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| 5. |
- Viirman, Olov, 1971-, et al.
(författare)
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Running to keep up with the lecturer or gradual de-ritualization? : Biology students' engagement with construction and data interpretation graphing routines in mathematical modelling tasks
- 2021
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 62
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Tidskriftsartikel (refereegranskat)abstract
- Through a commognitive lens, we examine twelve first-semester biology students' engagement with graphing routines as they work in groups, during four sessions of Mathematical Modelling (MM). We trace the students' meta-level learning, particularly as they fluctuate between deploying graphs for mere illustration of data and as sense-making tools. We account for student activity in relation to precedent events in their experiences of graphing and as fluid, if not always productive, interplay between ritualised and exploratory engagement with graph construction and interpretation routines. The students' construal of the task situations is marked by efforts to keep up with lecturer expectations which allow for changing degrees of student agency but do not factor in the influence of precedent events. Our analysis has pedagogical implications for the way MM problems are formulated and also foregrounds the capacity of the commognitive framework to trace de-ritualization and meta-level learning in students' MM activity.
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| 6. |
- Wikström Hultdin, Ulrika, et al.
(författare)
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Applying a new framework of connections between mathematical symbols and natural language
- 2023
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 72
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Tidskriftsartikel (refereegranskat)abstract
- A reader of mathematical text must often switch between reading mathematical symbols and reading words. In this study, five different categories of structural connections between symbols and language, which invite such switches, are presented in a framework. The framework was applied in a study of Swedish mathematics textbooks, where 180 randomly selected pages from different educational stages were analyzed. The results showed a significant change in communication patterns as students progress through school. From a predomination of connections based on proximity found in year two, there is a gradual change to a predomination of symbols interwoven in sentences in year eight. Furthermore, more qualitative investigations of the different connections complemented the quantification, both through further explanations of the quantitative results, and through more examples of differences in communication patterns. The implications for readers of mathematics texts are discussed.
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| 7. |
- Wikström Hultdin, Ulrika, et al.
(författare)
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Students’ reception of two alternative arrangements of mathematical symbols and words : differences in focus and text navigation
- 2024
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 75
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Tidskriftsartikel (refereegranskat)abstract
- To engage with specialized subject content, students must develop adequate reading skills. In mathematics, this includes to integrate information from different semiotic resources. This study elucidates how differences in the structural connections between mathematical symbols and written language in mathematics texts can affect the reading process. With the help of eye-tracking techniques, we investigated differences in focus and navigation when 15-year-olds read task texts in two distinct designs: a traditional design with written language presented in lines and all connections based on semantics; and a design including a graphic emphasizing links between symbols and explanations. While the graphic design was found to facilitate fast interpretation of the symbol–language connections, the traditional design seemed to encourage global reading, involving more text parts. When designing texts for mathematics learning, structural connections may be chosen to adapt texts to various student groups and purposes.
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| 8. |
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