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- Bergqvist, Ewa, Docent, et al.
(författare)
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How mathematical symbols and natural language are integrated in textbooks
- 2020
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In mathematical text and talk, natural language is a constant companion to mathematical symbols. The purpose of this study is to identify different types of relations between natural language and symbolic language in mathematics textbooks. Here we focus on the level of integration. We have identified examples of high integration (e.g., when symbols are part of a sentence), medium integration (e.g., when the shifts between natural and symbolic language occurs when switching to a new line), and low integration (e.g., when symbols and written words are connected by the layout).
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| 3. |
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| 4. |
- Bergqvist, Ewa, Docent, et al.
(författare)
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Teachers' interpretations of the concept of problem - a link between written and intended reform curriculum
- 2020
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Ingår i: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. - Khon Kaen, Thailand : PME. ; , s. 19-27
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Konferensbidrag (refereegranskat)abstract
- Over the last decades, there has been an on-going international reform for school mathematics, which has, not surprisingly, been difficult to implement. This study focuses on teachers’ interpretation of formal written curriculum documents, especially whether their interpretations align with how a concept (the concept of problem) is conveyed in the documents (in Sweden). The results show that the formal written documents are vague, but that it to some extent conveys the concept of problem as “a task for which the solution method is not known in advance to the solver.” The interviews show that about 53 % of the teachers interpreted problem as “any task,” and that teachers’ interpretationstherefore are not aligned with how the concept is (albeit vaguely) conveyed in the documents.
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| 5. |
- 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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| 6. |
- Agustyani, Anggit, et al.
(författare)
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Template and representation : fraction in Indonesian and Swedish textbooks
- 2022
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Ingår i: Proceedings of the 45th conference of the international group for the psychology of mathematics education. - Alicante : Psychology of Mathematics Education (PME). - 9788413021782 ; , s. 329-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Creative and algorithmic reasoning – the role of strategy choices in practice and test
- 2022
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 27:1, s. 5-25
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Tidskriftsartikel (refereegranskat)abstract
- This study is based on a framework of algorithmic and creative mathematical rea- soning and focuses on students’ strategy choices in both practice and test. Previous research indicates that students that practice mathematics with tasks with given solution methods are outperformed in later test by students that have to construct solution methods during practice. Video recordings, students’ written solutions, and student interviews from ten university students provides data on strategy choices. The analysis was carried out to capture students’ strategy choices and reasons for these choices. The results showed that there was no real difference in how the stu- dents solved the tasks in the test. Regardless of practice condition, more or less the same solution strategies were used in the test situation.
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| 9. |
- Holmgren, Karoline, 1970-
(författare)
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Mål, matematik och mening : om identitet i mötet med gymnasieskolans yrkesprogram
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Obtaining a final diploma is an important prerequisite for young people to avoid unemployment and exclusion. Therefore, it is worrying that every year a large group of vocational students in Sweden complete their education without obtaining a final diploma. A national survey shows that the biggest obstacle to achieving a final diploma is the compulsory mathematics course.The aim of this thesis is therefore to contribute knowledge about vocational students’ encounters with upper secondary school, with a particular focus on the mathematics course and students’ ability to achieve the goals. Central to the thesis is students’ identity formation in the environment that the upper secondary school’s vocational education entails. The thesis presents two studies that build on each other: The first study examines school staff’s descriptions of what may affects vocational students’ goal fulfillment in mathematics to provide a broad and comprehensive picture from several different school actors (teachers, student health and principals). Based on the results the second study examines vocational students’ own stories with a special focus on students’ identity formation, analyzing their narratives based on four dimensions; personal-, social-, subject- and professional dimension.Overall, the results of the two studies show that other aspects than just subject-didactic factors seem to play an important role in vocational students’ goal fulfillment in mathematics. The identity formation invocational students’ encounters with upper secondary school seems to be one such aspect: Mathematics failures during former school, the importance of vocational students’ sense of belonging together as well as discourses in school and society about vocational education, vocational students, and the subject of mathematics, have a significant impact on students’ identity formation. Being a student in upper secondary vocational education encompasses a web of relationships and connections between personal identity, social identity, subject identity, and professional identity, which means that learning as well as development takes place in all these four dimensions. Therefore, social and emotional processes as well as vocational students’ identity formation should not be forgotten in the discussion about how vocational students’ goal fulfillment in mathematics can be improved. Conclusions that can be drawn are that if school difficulties arise, i.e. that vocational students are at risk of not reaching the goals, supportive efforts should focus on all four dimensions of vocational student identity.
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| 10. |
- Holmgren, Karoline, 1970-
(författare)
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Vad är det som gör att matten blir så svår när de kommer till gymnasiet? : Skolpersonals uppfattningar om yrkeselevers måluppfyllelse i matematik
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Att få en examen från gymnasieskolan är viktigt för både samhälle och individ. Utan fullständig examen riskerar unga att hamna i arbetslöshet och utanförskap. Mot bakgrund av detta är det oroande att ungefär 15 000 gymnasieelever i Sverige varje år avslutar sina gymnasiestudier utan att erhålla full examen. För elever på yrkesprogram visar nationell kartläggning att det största hindret för att nå en fullständig yrkesexamen är matematikkursen (Ma1a), som är den obligatoriska matematikkurs yrkeselever läser under sitt första gymnasieår.Denna licentiatavhandling fokuserar på yrkeselever och deras måluppfyllelse i matematik. Syftet är att bidra med kunskap om vad som enligt skolpersonal påverkar yrkeselevers måluppfyllelse i Ma1a. Syftet med studien är också att bidra med en övergripande bild av flera olika skolaktörers uppfattning om fenomenet.Studien är inspirerad av ett socialkonstruktivistiskt synsätt och baseras på semistrukturerade intervjuer med trettio skolaktörer som i sitt yrke kommer i kontakt med yrkeselever i risk att inte nå målen i Ma1a: pedagoger, skolsköterskor, skolkuratorer, studie- och yrkesvägledare samt rektorer. Studien analyserar skolpersonalens beskrivningar utifrån ett induktivt synsätt för att identifiera aspekter som påverkar yrkeselevernas måluppfyllelse.Resultatet visar att aspekter med påverkan på måluppfyllelsen i Ma1a inte bara har att göra med matematikundervisningen i klassrummet utan även andra delar av elevernas inlärningsmiljö spelar en betydande roll. Studien indikerar att relationsaspekter, emotionella aspekter såväl som aspekter med koppling till yrkeselevernas identifiering med det framtida yrket, spelar en central roll förmåluppfyllelsen. Flera av informanterna uppfattar yrkeselever som mer praktiskt lagda, något som beskrivs som en bakomliggande orsak till flera av aspekternamed negativ påverkan på måluppfyllelsen. Elevers upplevelser från tidigare skolgång uttrycks också som en bakomliggande orsak till flera av de aspekter som under gymnasietiden påverkar yrkeselevernas måluppfyllelse i Ma1a.De viktigaste slutsatserna som kan dras av studien är att andra aspekter än bara ämnesdidaktiska faktorer förefaller spela en viktig roll för yrkeseleversmåluppfyllelse i matematik. Resultatet indikerar hur både sociala och emotionella processer tillsammans med yrkeselevers identitetsskapande är aspekter som inte får glömmas bort i diskussionen om hur yrkeseleversmåluppfyllelse i matematik kan förbättras.
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