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Träfflista för sökning "WFRF:(Dyrvold Anneli 1970 ) srt2:(2020)"

Sökning: WFRF:(Dyrvold Anneli 1970 ) > (2020)

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1.
  • Bergvall, Ida, et al. (författare)
  • Towards a theoretical understanding of learning with self-explanation prompts
  • 2020
  • Ingår i: Sustainable mathematics in a digitalized world. - Växjö : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402445 ; , s. 81-90
  • Konferensbidrag (refereegranskat)abstract
    • Oral or written requests to students to self-explain important aspects in a task at hand (e.g. self-explanation prompts) has proven to increase learning. Research about such prompts has mainly been implemented with cognitive perspectives focused on the individual. In this paper, we suggest an alternative analytical framework grounded in a sociocultural theory. This framework is valuable because it adapts to the individual learning process as well as to the learning process that takes place in group work. In addition, this framework contributes valuable guidance to the teacher and to authors of teaching materials as well as to researchers in mathematics education. The analytical framework is explained in relation to an example task. An excerpt from student group work is also discussed.
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2.
  • Dyrvold, Anneli, 1970- (författare)
  • Relations between various semiotic resources in mathematics tasks : a source of students’ difficulties
  • 2020
  • Ingår i: Research in Mathematics Education. - : Routledge. - 1479-4802 .- 1754-0178. ; 22:3, s. 265-283
  • Tidskriftsartikel (refereegranskat)abstract
    • Tackling mathematics tasks often involves reading and interpreting different semiotic resources such as natural language (words), mathematical notation, and images. This study aims to enhance knowledge of how meaning relations, in the form of “cohesive ties” between and within different semiotic resources, are related to how difficult it is to read and solve mathematics tasks. Using 133 tasks from PISA mathematics tests and 354 tasks from the annual Swedish National Test in mathematics, statistical analyses found relations between the presence of different types of cohesive ties and measures of how difficult the tasks were to read and solve. The results reveal a difficulty aspect related to the extent to which a task has cohesive ties, of any kind, and that non-mathematics-specific reading demand is not part of this difficulty aspect. An implication is that mathematics teaching should also focus on the identification of cohesive relations in the text of tasks.
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  • Resultat 1-2 av 2
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Dyrvold, Anneli, 197 ... (2)
Bergvall, Ida (1)
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