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- Björklund Boistrup, Lisa, 1960-
(författare)
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Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
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| 2. |
- Björklund Boistrup, Lisa, 1960-
(författare)
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Bedömning i matematik pågår! : återkoppling för elevers engagemang och lärande
- 2013. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- All form av bedömning handlar om återkoppling och påverkar eleverna, på gott och ont. Den här boken är ett ovärderligt stöd för de lärare som vill bli medvetna om hur deras återkoppling kan ge eleverna möjlighet att engagera sig och ta aktiv del i sitt eget lärande – med fokus på matematik.I boken diskuteras bedömningar i matematik utifrån olika undervisningssituationer. Det handlar om allt ifrån hur man som lärare agerar när man går runt och hjälper sina elever i klassrummet, till mer sammanfattande bedömningar i samband med utvecklingssamtal och betyg. Texten illustreras av utförliga situationsbeskrivningar hämtade från matematikundervisning i olika årskurser, vilket ger en konkret koppling till vad som faktiskt sker i klassrummet. Vissa textavsnitt är markerade som fördjupning och kan hoppas över av de läsare som främst är ute efter de praktiska verktygen och inte avser att fördjupa sig i teorin.Boken riktar sig till lärarstudenter och aktiva lärare, men är även intressant för skolledare och politiker med ansvar för att utarbeta styrdokument och fördela resurser. Boken kan följa lärarstudenterna genom deras utbildning och de avsnitt som har ett mer teoretiskt perspektiv kan även stödja och inspirera dem i deras uppsatsskrivande
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| 3. |
- Björklund Boistrup, Lisa, 1960-
(författare)
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Classroom assessment in mathematics – a review of articles in two journals
- 2010
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Ingår i: Mathematics and mathematics education: cultural and social dimensions : proceedings of MADIF 7. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). - 9197393460
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Konferensbidrag (refereegranskat)abstract
- Today there is a lot of interest in assessment, including classroom assessment, in educational research. A search on the abstracts to the EARLI (European Association for Research on Learning and Instruction) conference 2009[1] for the term ”assessment”, gave more than 300 hits[2] out of approximately 1700 abstracts (EARLI, 2009). This means that more than one sixth of the contributions to this general learning and education conference had a strong connection to assessment. One cause for this interest is that learning and assessment are strongly linked, that is, how assessment is done has impact on student’s learning (e.g. Gipps, 2001; Pettersson, 2007; Shephard, 2000). Since at least Black & Wiliam (1998), there has been a call for classroom studies in depth in this area, and there still is (e.g. Hattie 2009). This paper takes it departure in a tentative literature review focused on definitions and boundaries in classroom assessment in general through a search on Libris[3] (Björklund Boistrup, 2009). In the present paper I direct the interest solely towards classroom assessment in mathematics education. The study investigates (1) to what extent there are articles with an articulated focus on classroom assessment in journals of mathematics education. The aim is also to (2) find how classroom assessment is conceptualised within the mathematics educations field, that is, within what boundaries the articles are positioned. In order to find some answers to these questions, I perform a new literature review, this time focussing on two journals, Educational studies in mathematics (called ESM in this paper) and ZDM The International Journal on Mathematics Education (called ZDM). Further on, similar reviews will be performed for other journals in the field of mathematics education. When performing this review, I use the analytical structures, concerning boundaries of assessment, used in and derived from the earlier review. By this, I discuss aspects such as possible mathematics classroom situations, and students’ and teachers’ roles in mathematics classroom assessment. I also describe to what extent institutional aspects are included in the literature.
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| 4. |
- Björklund Boistrup, Lisa, 1960-
(författare)
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Discourses of assessment actions in mathematics classrooms
- 2010
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Ingår i: Proceedings of the Sixth International Mathematics Education and Society Conference. - Berlin : Freie Universität Berlin. ; , s. 161-170
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Konferensbidrag (refereegranskat)abstract
- This paper presents some tentative results of a study on assessment actions in mathematics classrooms, as they appear in the interaction between teacher and student. The study has four research objectives and in this paper results concerning one objective, discourses of assessment in mathematics, are presented. The theoretical frame-work is an institutional/discursive perspective coordinated with a social semiotic perspective. For the analysis additional theories are included. When it comes to discourses of assessment and/or of mathematics education, a dichotomous picture is often described in literature. The results in this paper broaden this picture, including drawing attention to aspects concerning students’ agency in assessment in mathematics.
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| 5. |
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| 6. |
- Johansson, Maria C, et al.
(författare)
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It is a matter of blueness or redness : Adults' mathematics containing competences in work
- 2013
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Ingår i: Eighth Congress of European Research in Mathematics Education (CERME 8).
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Konferensbidrag (refereegranskat)abstract
- In this paper, a social and critical perspective on mathematics education is operationalized through the concepts of habitus, field, and foreground. As part of an on-going project, we have made a tentative analysis of how reliance on colours in the field of workplaces can be seen as signs of mathematical aspects of a person’s workplace competence. The analysis of this initial qualitative case study, suggests that making this kind of hidden mathematics explicit, contributes to an understanding of what mathematics may "become" in work. Our assumption is that this point of departure, in the long run, can contribute to a deeper understanding of mathematics’ function in workplaces, in society, and in school.
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| 7. |
- Norén, Eva, 1957-, et al.
(författare)
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A multilingual mathematics classroom : Various realitites
- 2014
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Ingår i: Quaderni di Ricerca in Didattica" QRDM (Mathematics). - 1592-5137 .- 1592-4424. ; 24:1, s. 318-321
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we give account for a study where various realities in a multilingual mathematics classroom are analysed through the concepts of discourse and agency. We draw on a previous ethnographic study, revisiting some data with a focus on how students’ earlier experiences are taken into account for their learning of mathematics. In the findings we describe how out of school experiences of students are taken into account in the learning of mathematics. Those experiences relate to Swedish teaching traditions in primary school, such as the use of fairy tales. Devoting time to communication and activities where there were opportunities for students to contribute to content matter and shared knowledge production seemed to make students maintain focus on mathematical ideas. The inclusion of students’ inquiries and students’ responses in the classroom practices supported students as active learners, at the same time as students’ enacted agency maintained a dialogic school mathematical discourse.
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| 8. |
- Norén, Eva, 1957-, et al.
(författare)
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What is a group? : Theoretical considerations when researching affordances for multilingual students' mathematical learning
- 2013
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Ingår i: Proceedings of the Seventh International Mathematics Education and Society Conference. - Cape Town : MES 7. ; , s. 431-440
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Konferensbidrag (refereegranskat)abstract
- In mathematics classrooms as well as in research in mathematics education it is possible to identify various power relations. Here we draw attention to power relations between researcher and teacher during classroom research and also power relations in implicit and explicit assessment acts in communications between teacher and student in the mathematics classroom. We describe a basis for a planned action research project within a critical mathematics education approach. We are drawing on a model by Skovsmose and Borba, and adding a Foucaultian concept of discourse. We include tentative analytical tools as well as methodological considerations.
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| 9. |
- Pettersson, Astrid, 1947-, et al.
(författare)
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National Assessment in Swedish Compulsory School
- 2010
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Ingår i: The First Sourcebook on Nordic Research in Mathematics Education. - Charlotte : Information Age Pub.. - 9781617350986 ; , s. 373-385
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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