| 1. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Examining interpersonal aspects of a mathematics teacher education lecture
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:1, s. 113-125
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.
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| 2. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112.
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Tidskriftsartikel (refereegranskat)abstract
- The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention.
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| 3. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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The lack of discursive opportunities when becoming a mathematics teacher
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we attempt to open a discussion about mathematics teacher education settings constraining prospective teachers’ discursive opportunities, a phenomenon noted in our respective doctoral dissertations. These two doctoral dissertations represent two different types of prospective teachers from three countries. Prospective primary school teachers who had positive experiences and interest in mathematics on the one hand, and prospective teachers who struggled with mathematics and were insecure about their future mathematics teaching on the other. In the discussion, we speculate about the implications of discursive opportunities for prospective teachers' process of becoming a mathematics teacher and highlight the need to place effort to offer sufficient discursive opportunities to prospective teachers.
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| 4. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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This is not how it should end : The role of mathematics teacher education in preparing teachers for sustainable careers
- 2024
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:04
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.
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| 5. |
- Tossavainen, Timo, et al.
(författare)
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Programming as a mediator of mathematical thinking : Examples from upper secondary students exploring the definite integral
- 2024
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Ingår i: LUMAT. - : LUMA Centre Finland. - 2323-7112. ; 12:3, s. 78-99
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Tidskriftsartikel (refereegranskat)abstract
- We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.
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| 6. |
- Walla, Maria, et al.
(författare)
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Discourses on mathematics education in the context of early assessment
- 2024
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Ingår i: LUMAT. - 2323-7112. ; 12:4
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Tidskriftsartikel (refereegranskat)abstract
- This paper is about the meanings Swedish preschool class teachers ascribe to early mathematics education when talking about assessment. The assessment material is new national, mandatory assessment material for six-year-old students. Based on a discourse analysis of four focus groups, five discourses were construed: preschool class mathematics is unique; the role of preschool class mathematics is changing; to assess is to categorize; assessment contributes to equity; and individualization implies grouping by level. The results illustrate how teachers hope that the status of and equity in preschool class mathematics education will increase by means of the assessment. However, the teachers’ talk about categorizing and grouping students may have implications for equity.
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