| 1. |
- Björklund Boistrup, Lisa, 1960-, et al.
(författare)
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A framework for analysing assessment in working life and vocational education
- 2019
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Ingår i: Nofa7 Abstracts. - Stockholm, Sweden : Stockholm University. ; , s. 36-36
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Konferensbidrag (refereegranskat)abstract
- In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.
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| 2. |
- Björklund Boistrup, Lisa, 1960-, et al.
(författare)
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A school for all? Political and social issues regarding second language learners in mathematics education
- 2015
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Ingår i: Teaching and Learning Mathematics: Resources and Obstacles<em></em><em></em>. - : University of Palermo, Italy. ; , s. 567-572
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Konferensbidrag (refereegranskat)abstract
- To investigate one equity aspect regarding mathematics learning in “a school for all” we have investigated how teachers comment on their arrangements for Swedish second language learners (SLL) to succeed on the National Test in mathematics in grade 5 (students are 11–12 years old). With data from a teacher survey and competency profiles for students in grade 5 we have performed a thematic analysis. The findings indicate that there were schools where the teachers worked in line with the instructions of the test and, therefore, adapted the administration of the test to enable SSL students better opportunities to display knowing in mathematics. This is coherent with a view expressed in policy documents. There were also schools where the teachers did not write about how to adapt the test administration but rather justified the exclusion of SLL students from the test or explained SSL students’ poor results due to language issues. In these schools the SSL students were not invited to display mathematics. We discuss these findings from an institutional perspective.
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| 3. |
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| 4. |
- Björklund Boistrup, Lisa, 1960-, et al.
(författare)
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Matematikens fem förmågor och huvudräkning : aktionsforskning om bedömning i matematik i Linköping HT 2013
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport handlar om ett forskningsprojekt där fyra speciallärare i matematik tillsammans med forskare undersökte hur vi kan stötta elevers lärande i matematikens fem förmågor när undervisningsinnehållet är huvudräkning Projektet genomfördes i årskurs 3 och årskurs 9. Vi känner oss säkra på att ni matematiklärare som vill läsa och reflektera om just detta kan ha stor nytta av rapporten som framför allt fokuserar det vardagliga arbetet i matematik.
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| 5. |
- Norén, Eva, 1957-, et al.
(författare)
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Gender Stereotypes in Mathematics Textbooks
- 2016
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to investigate to what extent photographs in Swedish mathematics textbooks for grades 8 and 9 are gender stereotyped. Drawing on research in feminist studies we performed a thematic analysis. The total number of males in the photographs is higher than the total of females. One pattern found is that males more often are represented as being active or producing than females. There are more than twice as many passive females compared to males. Within the category caring/serving, females are more related to caring in the home and male images to serving in a job. These patterns are in the paper viewed as part of a structure where girls are under stereotyped threats with expectancy to be passive rather than engaging in mathematics intensive study programs, such as technology university studies.
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| 6. |
- Pansell, Anna, 1975-, et al.
(författare)
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Justifications for mathematics teaching : A case study of a mathematics teacher in collegial collaboration
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Socitey for Research in Mathematics Education. ; , s. 1637-1643
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Konferensbidrag (refereegranskat)abstract
- The broad interest of this paper lies in how a mathematics teacher, Mary, justifies her professional decision making. The reported study draws on aspects of a PhD project and analyses Mary's communications within a collaborative teacher meeting focused on the teaching of mathematics to grade five students. The analysis, drawing on social semiotics, highlighted the significance of artefacts, such as multiplication tests, in Mary's articulated decision making. We also give account for what is addressed in a teacher's justifications and how the teacher relates to her students in the justifications. Finally, we discuss the wider social and political context in which the teacher is working.
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| 7. |
- Pansell, Anna, 1975-, et al.
(författare)
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Mathematics Teachers’ Teaching Practices in Relation to Textbooks : Exploring Praxeologies
- 2018
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Ingår i: The Mathematics Enthusiast. - : University of Montana, Maureen and Mike Mansfield Library. - 1551-3440. ; 15:3
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore affordances of adopting the framework of praxeology by Chevallard in the analysis of mathematics classroom communication in relation to the communication in a textbook. While adopting praxeology, we carried out detailed analysis of communication in both classroom data and textbooks. The construed praxeologies describe the organisation of knowledge expressed for the same type of task in both classroom and textbook. The praxeologies were compared, with specific attention to the teacher’s practice. This analysis illuminates how teachers’ practices, realised in classroom communication, may be compared to other texts describing the same topics, with a focus on procedures, explanations, theoretical aspects, et cetera. Hence, praxeology as a framework enabled an analytical structuring of classroom and textbook communication, and consequently a systematic comparison. In other studies about the use of mathematics textbooks the teaching frequently is categorised as regulated by the textbook, and in this article, we problematize this. The teaching practice was, in fact,closely related to the textbook when comparing exercises and procedures, but when specifically examining the explanations of concepts, it became possible to discern how the teaching practice differed from the textbook.
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