| 1. |
- Larsson, Maria, 1975-, et al.
(författare)
-
EFFECTIVE TEACHING THROUGH PROBLEM-SOLVING BY SEQUENCING AND CONNECTING STUDENT SOLUTIONS
- 2011
-
Ingår i: <em>Proceedings of NORMA11: The sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 </em>. - Reykjavik : University of Iceland Press. - 9789979549659 ; , s. 425-434
-
Konferensbidrag (refereegranskat)abstract
- How can researchers support teachers in the complexity of orchestrating productive mathematical whole-class discussions based on students’ solutions to challenging problems? This study has two aims: Firstly, to study how the teacher can select, sequence and connect different student solutions in order to effectively orchestrate mathematical whole-class discussions. Secondly, to critically reflect on the role of the researchers in this intervention project. Analyses of audio recorded interviews and video recorded whole-class discussions result in suggestions for how student solutions can be sequenced in this particular case to set the scene for connecting them with each other and with key mathematical ideas. We further critically reflect on how we as researchers can improve our work in supporting practicing teachers.
|
|
| 2. |
- Nilsson, Per, 1967-, et al.
(författare)
-
The nature and role of common ground in the learning of mathematics in small-group discussions
- 2014
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 58:5, s. 609-623
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical construct of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where they are to distribute a set of markers based on the totals of two dice. The analysis shows how the consistency between the students’ focal projects became critical to their progression from a uniform to a non-uniform distribution of the markers. The task system and concrete manipulatives became crucial in furthering the students’ explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.
|
|
| 3. |
- Ryve, Andreas, 1973-, et al.
(författare)
-
Analyzing content and participation in classroom discourse : dimensions of variation, mediating tools, and conceptual accountability
- 2013
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 57:1, s. 101-114
-
Tidskriftsartikel (refereegranskat)abstract
- Balancing content and students’ participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher’s conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.
|
|
