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| 2. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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What is “strong presence” of a message in a steering document?
- 2012
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Ingår i: Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011. - Reykjavík, Iceland : University of Iceland Press. - 9789979549659
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to discuss what a “strong presence” of a message in a syllabuscould be. The discussion takes a starting point in what we call the reformmessage; that what mathematics is can not only be described in terms of content andprocedures, but must also be defined in terms of competencies, e.g. problem solving,reasoning and communication. The analyzed document is the Swedish syllabus forthe first course at upper secondary school. Different ways, both quantitative andqualitative, of determining what a strong presence of a message could be are presentedand discussed.
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| 3. |
- Boesen, Jesper, 1971, et al.
(författare)
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Developing mathematical competence: From the intended to the enacted curriculum
- 2013
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 33:1, s. 72-87
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. © 2013 Elsevier Inc.
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| 4. |
- Lithner, Johan, 1960-, et al.
(författare)
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Mathematical competencies : A research framework
- 2010
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Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 157-167
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Konferensbidrag (refereegranskat)
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| 5. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Mathematical reasoning in teachers' presentations
- 2012
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Ingår i: Journal of Mathematical Behavior. - : Elsevier. - 0732-3123 .- 1873-8028. ; 31:2, s. 252-269
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a study of the opportunities presented to students that allow them to learn different types of mathematical reasoning during teachers’ ordinary task solving presentations. The characteristics of algorithmic and creative reasoning that are seen in the presentations are analyzed. We find that most task solutions are based on available algorithms, often without arguments that justify the reasoning, which may lead to rote learning. The students are given some opportunities to see aspects of creative reasoning, such as reflection and arguments that are anchored in the mathematical properties of the task components, but in relatively modest ways.
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| 6. |
- Bergqvist, Tomas, 1962-
(författare)
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Podcasting mathematics
- 2013
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Ingår i: The International Journal for Technology in Mathematics Education. - : Research Information. - 1744-2710 .- 2045-2519. ; 20:4, s. 147-155
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Tidskriftsartikel (refereegranskat)abstract
- In this study podcasts, i.e. short video clips, were analysed to ascertain how mathematical competencies were addressed. We analysed how the mathematical content was presented in the podcasts, and then how these characterizations related to eight students’ interest to learn mathematics. The mathematical presentations was analysed using the Mathematical Competencies Research Framework (Lithner et al., 2010). The results indicate that podcasts that address several mathematical competencies receive overall higher grades by the students in the study.
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| 7. |
- Bergqvist, Tomas, 1962-
(författare)
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Problemlösning i Nämnaren under 2000-talet
- 2014
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Ingår i: NTema 10. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 9789185143245 ; , s. 270-275
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Bokkapitel (populärvet., debatt m.m.)abstract
- Med utgångspunkt i ett stort antal artiklar om problemlösning i de 15 senaste årens Nämnaren diskuteras i artikeln några intressanta problem och problemlösningens roll i skolans matematikundervisning.
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| 8. |
- Bergqvist, Tomas, 1962-
(författare)
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WHAT MATHEMATICAL COMPETENCES CAN BE LEARNED FROM WEB-BASED LEARNING RESOURCES?
- 2013
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Ingår i: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, vol 5.. - Kiel : The International Group for the Psychology of Mathematics Education (PME). ; , s. 21-21
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Two web-based learning resoruces were analysed using the MCRF research framework. The aim was to identify opportunities to develop mathematical competencies. The findings indicate that opportunities are few, and that what is offered in web-based learning resources is similar to what is offered in Swedish classrooms.
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| 9. |
- Bergqvist, Tomas, 1962-
(författare)
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Why are students using web-based learning resources in mathematics outside the classroom?
- 2013
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Ingår i: Proceedings of the Seventh International Conference on Science, Mathematics and Technology Education. Muscat, Oman 4-7 November, 2012. - Perth : Science and Mathematics Education Centre, Curtin University, Australia.. - 9780992319700 ; , s. 40-44
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Konferensbidrag (refereegranskat)abstract
- The aim of this pilot study is to gain insights into the situation of students using web-based learning resources (WBLR) outside the formal learning environment in the classroom. More specifically to understand why students use the resources, and what they do when they access the resources. Eleven students that to some extent had used WBLR were interviewed, five in school year eight and six in school year twelve. The results indicate that the extent of the use of the resources were very limited and that the two main activities the students engage in are very similar to those they are used to from the classroom; i) practicing rote learning and ii) listening to solutions of tasks by a teacher. The students in upper secondary school used arguments tightly connected to grades, tests and results, aspects that will be of importance for the students in the future, while the younger students used arguments concerning mathematics in society and knowledge as important for their everyday life. The impression from the interviews was also that the younger students to a larger extent were open to new resources and more willing to search for new sites and try out what they found.
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