| 1. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 2. |
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Bedömning i matematik - i lärandets och undervisningens tjänst
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I denna sjunde del av Matematikdidaktiska texter behandlas bedömning. Innehållet präglas mycket av den forskning och verksamhet som bedrivs i forsknings- och provutvecklingsgruppen PRIM vid Stockholms universitet.
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| 3. |
- Berrhazi, Badr-eddine, et al.
(författare)
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RBDSDEs with jumps and optional Barrier and mean field game with common noise
- 2023
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Ingår i: Stochastics. - : Taylor & Francis Group. - 1744-2508 .- 1744-2516. ; 95:4, s. 615-634
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we study a generalization of reflected backward doubly stochastic differential equations (RBDSDEs) and present a link to a general mean field game. In our case, the RBDSDEs are associated with a lower optional not right continuous barrier. First, we establish the existence and uniqueness of a solution of such RBDSDEs. We then study a mean field game with a new type of common noise related to an electricity grid with storage allowing jumps and prove the existence of a mean field Nash equilibrium.
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| 4. |
- Berrhazi, Badr-eddine, et al.
(författare)
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Reflected backward doubly stochastic differential equations with discontinuous barrier
- 2020
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Ingår i: Stochastics. - : Taylor & Francis Group. - 1744-2508 .- 1744-2516. ; 92:7, s. 1100-1124
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we investigate reflected backward doubly stochastic differential equations (RBDSDEs) with a lower not necessarily right-continuous obstacle. First, we establish the existence and uniqueness of a solution to RBDSDEs with Lipschitz drivers. In the second part, we present a comparison theorem and we prove the existence of a minimal solution to the RBDSDE with the continuous driver.
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| 5. |
- Christiansen, Iben, et al.
(författare)
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Crosscurrents of Swedish Mathematics Teacher Education
- 2021
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Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
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| 6. |
- El Attouga, Sanae, et al.
(författare)
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Lévy noise with infinite activity and the impact on the dynamic of an SIRS epidemic model
- 2023
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Ingår i: Physica A. - : Elsevier. - 0378-4371 .- 1873-2119. ; 618
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Tidskriftsartikel (refereegranskat)abstract
- A stochastic SIRS epidemic model with generalized nonlinear incidence and Levy noise is investigated. First, we show the existence and uniqueness of a global positive solution. Then, we establish sufficient conditions for the extinction and persistence of the disease. The main results are proved under weak assumptions regarding the incidence function, the obtained results are proved under a Levy-type perturbation without requiring the finiteness of its activity. Finally, numerical simulations are realized to illustrate the main results.(c) 2023 Elsevier B.V. All rights reserved.
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| 7. |
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En båge genom tiden - ritualer kring en göteborgshistoria. Om Flickläroverket i Artisten
- 2024
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- 1929 bildades Göteborgs första Högre allmänna läroverk för Flickor – Flickläroverket som fick en byggnad 1935 i det kulturella centrumet, Götaplatsen. Efter några år som Kjellbergska gymnasiet, sedan Komvux, blev byggnaden del av Artisten, Högskolan för scen och musik, HSM 1992. Byggnaden har burit kvinnors utbildning, konst och kultur över många generationer, en minneskedja som nu är bruten. Boken - En båge genom tiden – ritualer kring en göteborgshistoria – en konst- och forskningsantologi – är resultatet av de offentliga minnesdagar där de deltagande drygt 200 kvinnorna (70– 97 år) som varit elever på Flickläroverket, studenter vid Artisten, konstnärer och forskare – bidrog till och deltog i gestaltande ritualer, minnesrum, dans, utställningar och samtal som gav liv åt en utbildningskultur och konst som berört samhället i generationer. I boken bidrar ett 20-tal Göteborgsbaserade konstnärer och forskare med olika perspektiv på byggnadens poetiska, sociala och konstnärliga dimensioner. Bland annat beskrivs återskapandet av Bågdansen, som dansades varje år vid Lucia mellan 1934-1972. Här beskrivs även den medie-debatt som ledde till räddningen av målningen Dansen av Nils Nilsson från 1935 och hur nedtagningen gick till. Tillsammans med ett rikt foto- och bildmaterial, filmdokumentationer och ett ljudarkiv utgör boken ett tidsdokument där konst fungerar som minnesbärare över tid och rum.
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| 8. |
- Erickson, Gudrun, et al.
(författare)
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Hållbar utveckling och användning av nationella prov
- 2021
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Ingår i: <em>Hållbar bedömning</em>. - Stockholm : Natur och kultur. - 9789127827301
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Varför finns det nationella prov i Sverige? Hur är proven upplagda, hur går utvecklingen till och hur används resultaten? Och vad tycker olika användare om proven? Detta är några av de frågor som berörs i det här kapitlet, som fokuserar på proven i svenska, matematik och engelska. Även grundläggande kvalitetsfrågor diskuteras, inte minst hållbarhet vad gäller produkter, processer och effekter.
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| 9. |
- Karemyr, Magnus, et al.
(författare)
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Seat Evaluation Tools (SETs) : Development of prototype concepts of the SETs of an average female and male for low severity rear impact crash testing
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study has been to develop new Seat Evaluation Tools (SET)s with the geometries of an average female (50F) and male (50M) as seated car occupants, based on data from humanshape.org. The SETs have been designed to evaluate the occupant protection performances of car seats in a low severity rear impact.Focus areas have been the motion of the spine, neck and shoulders to enable a human-like interaction with the car seat. Improvements have been made to previous designs of the neck spring and damper system, and a new solution for shoulder flexibility has been implemented. Soft body materials have been used to facilitate the motion of the torso, and a 3D thoracic and lumbar spine design has been developed.Two physical prototypes, SET v0.1 50F and 50M, have been developed and all drawings and CAD models have been made available under open-source license on the OpenVT platform (https://openvt.eu/). The prototypes have been run in initial dynamic tests and the results have been compared to previous volunteer tests.This work was carried out within the EU-funded project, VIRTUAL.
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| 10. |
- Norberg, Malin, 1975-
(författare)
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Från design till meningsskapande : En multimodal studie om elevers arbete med matematikläroböcker i årskurs 1
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines students’ work with mathematics textbooks in Year 1 (students aged 7–8 years) of Swedish elementary school. The aim of this thesis was to contribute knowledge about and an understanding of how students make meaning in their work with mathematics textbooks. Central to the thesis was the textbook’s designed meaning potentials, or the meaning potential needed to solve the exercise as designed, as well as the students’ meaning-making when working with the textbooks. With regard to the students’ meaning-making, interest is directed first, to the students’ specific meaning-making in the work with the textbook and second, to the students’ opportunities to take agency in the work with the textbook. This thesis was delimited to the area of subtraction in both printed and digital mathematics textbooks. The theoretical point of departure for this thesis was a design-oriented multimodal perspective (Selander & Kress, 2010). Interest was directed to the various resources for communication, or modes (e.g. Kress, 2010), in the mathematics textbook, such as images, mathematical symbols, moving images, writing and speech. Two studies were conducted: Study 1, Multimodal textbook analysis and Study 2, Students’ meaning-making. Two analyses were made in Study 1. The first was a descriptive textbook analysis mapping out the modes and subtraction in all Swedish Year 1 textbooks, totaling 17 textbook series, both digital and printed, and approximately 1,700 pages. That analysis was followed by a multimodal qualitative textbook analysis of 2–4 exercises from each textbook series according to its designed meaning potential. Study 2 examined the students’ work with mathematics textbooks. The data that formed the basis for the analysis were textbook pages, the teacher’s guides to the used mathematics textbook series, video material of 18 Year 1students’ work with these pages and representations in the form of studentresponses. The analysis involved a multimodal approach focusing on what mathematical content the exercises were designed to offer and what the stu-dents discovered when working with the mathematics textbook.Two articles were written based on Study 1 (Articles I and II), and two were written based on Study 2 (Articles III and IV). In addition to this, the data from Study 1 and the results from Study 2 were also analyzed using the concept of agency to further deepen the understanding of students’ meaning-making when working with mathematics textbooks. The results showed large differences between mathematics textbooks for Year1 in Sweden, regarding both how different modes are used and how subtraction is presented. The results also showed that the students’ work with mathematics textbooks differed. The students’ meaning-making was sometimes based on the designed meaning potential but sometimes not. Regarding images, the results showed that images could be particularly challenging for the students to interpret and that several students expressed that it was desirable to solve the exercises without using the images. The analysis using the concept of agency showed that exercises in which students could choose their working methods made it possible to take agency and that the students’ possibility for agency is affected by the prevailing notion that successful mathematics students do not use images but base their meaning-making on mathematical symbols. All in all, three conclusions were drawn. First, the mathematics textbook as a teaching resource could be developed, both printed and digital mathematics textbooks. Complexities can be detected more easily through greater awareness of modes as various forms of expression for the textbooks’ mathematics content. Second, the complexity of the students’ individual work with the mathematics textbook was highlighted. The students’ individual work should start from the basis of the exercise’s design, so that the students’ meaning-making can be directed to the designed meaning potentials. Third, for younger students to discover themselves as mathematical individuals, one must question the notions that mathematical symbols are the most important mode for young learners and that images are for those who find mathematics difficult. Based on these conclusions, questions can be raised concerning students’ potential for discovering themselves as mathematical individuals and whether the students’ self-discovery as mathematical individuals would differ if the mathematics textbooks more fully recognized students’ meaning-making using various modes. One question raised in relation to the students’ possibilities to take agency when working with mathematics textbooks concerned what knowledge is recognized in Year 1 mathematics textbooks. The results indicated that mathematical symbols already occupy a special position in Year 1. If modes other than mathematical symbols are more widely recognized as knowledge, then more young students will discover themselves as mathematical individuals.
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