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- Danielsson, Helena, et al.
(författare)
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Multimodal mathematical context and video as a tool for teachers´assessment
- 2015
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Konferensbidrag (refereegranskat)abstract
- Multimodal mathematical context And video as a tool for teachers´ assessment Helena Danielsson, PhD, Associate professor Art and media education - hdn@du.se Eva Taflin, PhD, Senior Lecturer Mathematics education - evat@du.seDalarna UniversityThis presentation will discuss some experiences from a four year school research study. The aim of our research was to examine teachers develop when they were part of collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. Our study had two focus; one was to investigate methods and tools that teachers can use to develop their ability in assessment when their students where working with multimodal tasks and the other was to examine how video can be used by teachers wanting to obtain knowledge about assessing.Our study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in our research our framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners are also needed.We will choose to highlight some findings that concern the following themes: The use of tasks for assessment, The collaborative talk, The equipment, Ethical dilemmas. Most common was one choice of esthetical mode at a time (combined with written and verbal text), but there were also lessons with mixtures such as stations with different activities. Collaborative talks were evaluated as a meaningful way of sharing knowledge, and the video tool for this, although it raised important ethical discussions. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development.The relevance to Nordic educational research also concerns teachers´ use of collaborative talks in assessment work, multimodal tasks in mathematics and video as a research tool in general.
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| 2. |
- Danielsson, Helena, et al.
(författare)
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Rapport från projektet Multimodala uppgifter och bedömning i matematik : Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.
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| 3. |
- Dimenäs, Jörgen, et al.
(författare)
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Teaching in action: A model to understand the complexity of teachers' decisions in teaching mathematics
- 2018
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Ingår i: International Journal of Advanced Research in Education and Literature. - 2208-2441. ; 4:1, s. 10-24
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on the teaching of mathematics in classrooms. The aim of the present study is to create, describe and test a model for teachers' decisions in action when teaching mathematics. We focused on the classroom as a very complex environment and videotaped three excellent teachers teaching mathematics. An inductive iterative research process was selected to generate theory and conclusions directly rooted in data. The model was tested in different teacher groups, and the categories changed and analyses proceeded. The model relates to Jaworski´s (1992), theory the “teaching triad”. By using the developed model “teaching in action” it is possible to analyze and describe teaching in mathematics classrooms and find examples of teachers’ decisions in action. The model “teaching in action” show the complexity of teachers’ work.
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| 4. |
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| 5. |
- Nyman, Rimma, et al.
(författare)
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Rika lösningar på rika problem : att dela smörgåsar
- 2016
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Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; 199:3, s. 21-24
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I tre artiklar med början i denna vill vi ta upp erfarenheter från att ha arbetat med rika matematiska problem. Först ut är vår beskrivning av hur vi engagerade lärare, lärarstudenter och deras elever i problemet Att dela smörgåsar.
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| 6. |
- Nyman, Rimma, et al.
(författare)
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Rika lösningar på rika problem : att välja glasskulor
- 2018
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Ingår i: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; 45:1, s. 9-12
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I en serie av tre artiklar tar vi upp erfarenheter från arbete med rika matematiska problem. I den förra artikeln presenterade vi problemet Att dela smörgåsar. I denna andra del har vi valt en enkel variant av ett klassiskt kombinatorikproblem i en elevnära kontext. Vi har samlat in lösningar från elever i årskurs 2–3 och synliggör olika uttrycksformer.
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| 7. |
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| 8. |
- Nyman, Rimma, 1983, et al.
(författare)
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Rika lösningar på rika problem: Att välja glasskulor
- 2018
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Ingår i: Nämnaren. ; 2018:1, s. 9-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I denna artikel presenterar vi problemet Att dela smörgåsar, ett klassiskt kombinatorikproblem i en elevnäsa kontext. Vi har samlat in lösningar från elever i åk 2-3 och synliggör olika uttrycksformer och hur man kan arbeta med ett rikt matematisk problem.
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| 9. |
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| 10. |
- Teledahl, Anna, 1972-
(författare)
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Knowledge and writing in school mathematics : a communicational approach
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.
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