| 21. |
- Petersson, Jöran
(författare)
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Rare mathematics – a needle eye for mathematics teachers of second language learners
- 2012
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Ingår i: Proceedings of Norma 11. - Reykjavik : University of Iceland Press. - 9789979549659 ; , s. 483-492
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Konferensbidrag (refereegranskat)abstract
- This paper compares performance in a Swedish national test in mathematics of second language learners and students without another mother tongue than Swedish. The result is that some test problems had statistically significant and large differences between the student groups. Using discourse as an analytical tool, the suggested explanation is that second language learners for different reasons have less frequent access to the teaching of mathematical concepts or activity fields that occur rarely in the mathematics teaching and textbooks.
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| 22. |
- Petersson, Jöran
(författare)
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Recent and early immigrants’ achievements in mathematics
- 2015
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Ingår i: Nordic Conference on Subject Education. - : University of Helsinki. ; , s. 111-111
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Konferensbidrag (refereegranskat)abstract
- Achievement in mathematics, science and language is often used as national indicators and a personal bridge for future opportunities to work and education. One Swedish school law defines a ‘recent immigrant’ as the first four semesters during school years 6-9 of immigrated students. In an ongoing research project, the distribution of students’ different solving strategies in a multilingual classroom is studied through a test. Preliminary results are that students who immigrated in school years 8-9 in many cases show higher mathematical quality than those who immigrated during school years 1-7. This can be interpreted as a partial exclusion from taking a productive part in the mathematics classroom due to being second language learner. This raises questions of extending the definition of recent immigrants to all newly immigrated students disregarding their age and thus allow all newcomers extra support needed to include them in the mathematics classroom.
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| 23. |
- Petersson, Jöran, et al.
(författare)
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Resolve possible confusion by distinguishing between reflexive and transitive formative assessment
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- AbstractThe review of assessment research by Black and Wiliam (1998) initiated a changed approach regarding teachers' classroom practice. They defined formative assessment as ”… encompassing all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black & Wiliam, 1998, s. 7-8). This wide definition includes both teachers’ and their students’ activities, while as an example, the Swedish National Agency for Education instead confines formative assessment to the teachers’ work during the actual teaching process in order to find out where the student is in his learning, and to adapt the teaching accordingly (Skolverket, 2013). This pinpoints that we should distinguish between reflexive formative assessment, aiming to modify oneself, be it a student to himself or a teacher to herself and transitive formative assessment, aiming to modify someone else, be it from teacher to student or student to another student. Hirsh and Lindberg (2015) discussed this distinction though they did not coin a term for it as Westlund (2020) did. ReferencesBlack, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.Hirsh, Å., & Lindberg, V. (2015). Formativ bedömning på 2000-talet : En översikt av svensk och internationell forskning. In Forskning och skola i samverkan – Kartläggningar av forskningsresultat med relevans för praktiskt arbete i skolväsendet (pp. 105–109). Stockholm: Vetenskapsrådet.Skolverket. (2013). Forskning för klassrummet: vetenskaplig grund och beprövad erfarenhet i praktiken. Stockholm: Fritzes.Westlund, A. (2020). Formativ bedömning i ett lärarperspektiv – framträdande aspekter i undervisning och vad som behövs för implementering. (Master thesis of education). Malmö University.
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| 24. |
- Petersson, Jöran
(författare)
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Second language students’ achievement in linear expressions and time since immigration
- 2018
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Ingår i: Nordic Research in Mathematics Education. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402414 ; , s. 179-187
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Bokkapitel (refereegranskat)abstract
- The present study investigated how 259 grade 9 students solved two test items in algebra involving linear expressions. Some students were early or newly immigrated second language students in Sweden, The findings are based on a categorization of the students’ written responses. The results show that for the more advanced test item on linear expressions and unknowns, early arrived second language students achieved worse than newly arrived and other second language students with statistical significance, while there was a minor achievement difference when solving an elementary linear equation. The interpretation of the results is that the early arrived immigrants suffer from having larger parts of their mathematics education as second language students and thus struggle with advanced mathematics.
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| 25. |
- Petersson, Jöran
(författare)
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Second language students’ mathematics education history and their knowledge in linear expressions
- 2017
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Konferensbidrag (refereegranskat)abstract
- The present study investigated how 259 grade 9 students solved two test items in algebra involving linear expressions. Some students were early and newly immigrated second language students in Sweden, The findings are based on a categorization of the students’ written responses. The results show that for the more advanced test item on linear expressions and unknowns, early arrived second language students achieved worse than newly arrived and other second language students with statistical significance, while there was a minor achievement difference when solving an elementary linear equation. This study suggests further research viewing newly and early arrived immigrants as possibly separate sub-categories of second language students and acknowledging especially newly arrived students’ mathematics educational history.
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| 26. |
- Petersson, Jöran
(författare)
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Students determining the median for different data sets : A spectrum of responses
- 2017
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Ingår i: ICT in mathematics education: the future and the realities. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402407 ; , s. 145-145
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Konferensbidrag (refereegranskat)abstract
- The present study reports on 359 students’ responses to two test items on the median. Among the responses were other measures of location such as the arithmetic mean and the midrange. Moreover, among those who used a median strategy there was a spectrum of sources of confusion in the data set. In one test item the data were given in a table of signed integers and some students ignored the negative signs in the data. In the other test item the data were given in a bivariate diagram. Instead of correctly using the horizontal coordinate of the data, several students used the axis grading or the vertical coordinates as data. A conclusion is that the representation format of the data had a large effect on the achievement on the two test items.
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| 27. |
- Petersson, Jöran, et al.
(författare)
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Swedish parents’ perspectives on home-school communication and year-one pupils learning of mathematics
- 2021
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Ingår i: Bringing Nordic mathematics education into the future. - Göteborg : Nationellt centrum för matematikutbildning (NCM). ; , s. 201-208
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Konferensbidrag (refereegranskat)abstract
- In this paper we explore parents’ perspectives on home-school communication with respect to year-one pupils’ learning of early numeracy. Constant comparison analyses of semi-structured interviews identified three forms of communication. The first, a weekly information letter, was appreciated and typically functioned as a starter for conversations with children about their learning of early numeracy. The second, the development talk, was appreciated as an indicator of a child’s progress, but proved controversial in the presentation of mixed messages to parents and limited with respect to helping parents support future mathematical learning. The third, parent-initiated contact, was discussed in ways that masked parents’ reasons for making contact and prevented, therefore, any insights into their contribution to mathematical learning. Some implications are discussed.
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| 28. |
- Petersson, Jöran, et al.
(författare)
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Swedish year one teachers’ perspectives on homework in children’s learning of number : An ongoing controversy
- 2018
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Ingår i: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 91-100
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Konferensbidrag (refereegranskat)abstract
- This paper draws on semi-structured interviews undertaken with twenty teachers of year one children in Sweden. Interviews focused on teachers’ construal of their own and their pupils’ parents’ roles in supporting year one children’s learning of early number. Data, which were analysed by means of a constant comparison process, yielded homework as a theme that dichotomised teachers between those who set homework for learning number and those who do not. Of those who set homework, the majority construed it as a means of facilitating number-related fluency, particularly for children in danger of falling behind their peers. Of those who do not, the majority argued that differences in family backgrounds would compromise societal principles of equality of opportunity.
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| 29. |
- Petersson, Jöran, et al.
(författare)
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Teaching dimensional analysis in secondary school mathematics
- 2021
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Ingår i: Abstract book nofa8. - : Western Norway University of Applied Sciences.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- AbstractIn its elementary form, the idea of dimensional analysis is to look at the unit of a magnitude, for example speed, and conclude that speed measured in m/s is a quotient having meters in the numerator and seconds in the denominator. However, despite dimensional analysis being a not un-common theme for research in mathematics education at tertiary level teaching, it seems in practice absent below that level. This is surprising since dimensional analysis is useful in mathematical problem solving involving proportionality. Even more so since, from halves and doubles in preschool to scalar multiplication in upper secondary school, proportionality permeates school mathematics and is well-researched (Lamon, 2007). Hence, the authors initiated a research project on how to teach dimensional analysis in school years 6-12. The novelty of this area made us choose didactical engineering (Artigue, 2015) as a theoretical framework suitable for developing the teaching of dimensional analysis. Accordingly, in a cycle of a priori and a posteriori analyses, the authors are developing an empirically based teaching model for dimensional analysis including the topic of constructing exercises for students. We present results from this on-going development project. ReferencesArtigue, M. (2015). Perspectives on Design Research: The Case of Didactical Engineering. In A. Bikner-Ahsbahs, C. Knipping, N. Presmeg. (Eds.). Approaches to Qualitative Research in Mathematics Education. Dordrecht: Springer.Lamon, S. J. (2007). Rational numbers and proportional reasoning: Towards a theoretical framework. In F.K. Lester (red) Second handbook of research on mathematics teaching and learning, vol 2 (pp. 629–668). Charlotte, NC: NCTM.
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| 30. |
- Petersson, Jöran, et al.
(författare)
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Time series analysis: Moving averages as an approach to analysing textbooks
- 2020
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Ingår i: Proceedings of CERME11. - : Freudenthal Group & Freudenthal Institute. - 9789073346758
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Konferensbidrag (refereegranskat)abstract
- In this study we introduce time series analysis, specifically moving averages, as a novel strategy for analysing mathematics textbooks. Such analyses show how different topics or mathematical processes are emphasised over different time periods, whether at the level of the lesson, the week, the month or year. In this paper, by way of example, we show how one of the eight categories of foundational number sense (Andrews & Sayers, 2015), namely simple addition and subtraction, is distributed and sequenced across three English, year one, textbooks. The analyses are compared empirically with four other methods found in the literature to show how time series analysis using moving averages helps address the shortcomings of these different approaches.
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