| 1. |
- Petersson, Jöran
(författare)
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Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
- 2018
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; 23:3-4, s. 105-122
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated how 259 Swedish, grade 9 students, of whom 90 had an immigrant background, achieved on twelve written test items in the content area of number. Four of the twelve test items required good knowledge of arithmetic syntax, such as when it was appropriate to apply order-of-operation rules and the associative and distributive laws of arithmetic operations. On these four test items, the most-recently arrived students showed on average significantly more knowledge than the students who had immigrated when they were younger and had participated in Swedish schools for longer periods of time. The outcome suggests that these two groups of immigrant students in later school years should be considered as separate sub-categories of second-language students when it comes to teaching, assessment and research.
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| 2. |
- Petersson, Jöran
(författare)
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A PhD-project in multiculturalism : Ethnomathematics, language or educational systems
- 2010
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Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning, Linköping universitet. - 9197393460 ; , s. 275-276
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Konferensbidrag (refereegranskat)abstract
- What could a PhD-project within a multicultural perspective on mathematics education comprise? So far a literature survey suggests three possible aspects, namely ethno-mathematics, multilingualism or educational systems.
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| 3. |
- Petersson, Jöran
(författare)
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Components of knowledge in solving linear equations
- 2021
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Ingår i: Sustainable mathematics education in a digitalized world. - 9789198402445 ; , s. 41-50
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Konferensbidrag (refereegranskat)abstract
- This article identifies knowledge components needed for successfully solving linear equations. Data for this purpose is 359 Swedish year 9 students’ written responses to the test task ”solve the equation 2x + 3 = 11”. The following set of knowledge components were identified; arithmetic knowledge, parsing knowledge, balancing equations, giving a value to the unknown, not omitting parts and the habit of verifying the solution. This paper discusses for which of these knowledge components, students could discover and correct their own errors if they would both solve an equation and verify its solution.
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| 4. |
- Petersson, Jöran, et al.
(författare)
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Content Analysis of Mathematics Textbooks and Adapted Lorentz Curves
- 2021
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Ingår i: <em>Proceedings of the Eighth Conference on Research in Mathematics Education in Ireland</em>. - Dublin. ; , s. 356-363
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Konferensbidrag (refereegranskat)abstract
- In this paper, we introduce an adaption of the Lorenz curve as a powerful tool for graphicallypresenting content analyses of mathematics textbooks. Three textbooks currently used withyear-one children in Sweden, one Swedish-, one Finnish and one Singaporean-authored, wereanalysed against the eight categories of Foundational Number Sense (FoNS), which is a set ofliterature-derived and instruction-dependent competences that all children need to acquire ifthey are to become successful learners of mathematics. The adapted Lorenz curvehighlighted, inter alia, major differences in the distribution of FoNS-related tasks across thethree textbooks. In general, the Swedish-authored textbook offers repeated cycles of FoNSrelated opportunities, the Finnish-authored textbook offers such opportunities continuously,and the Singaporean-authored textbook typically offers FoNS-related opportunities onlywithin its earlier pages.
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| 5. |
- Petersson, Jöran
(författare)
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First and second language students’ achievement in mathematical content areas
- 2017
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Ingår i: Nordisk matematikkdidaktikk. - 1104-2176. ; 22:2, s. 33-50
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Tidskriftsartikel (refereegranskat)abstract
- This study compares Swedish first (N=2 253) and second -language (N=248) students' achievement in mathematical content areas specified by the TIMSS-framework. Data on mathematics achievement from three national tests 2007-2009 in school year 9 are used. The present study found that the achievement difference between the mathematical content areas algebra and number was smaller for second language students than for first language students and this result holds with statistical significance (p=0.016). The same holds for algebra versus data and chance (p=0.00053). A hypothesis for further research is suggested; that students immigrating in late school years have contributed to the observed result by bringing experiences from other curricula into their new schooling.
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| 6. |
- Petersson, Jöran
(författare)
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Late-arrived immigrants in school and performance in algebra
- 2013
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Ingår i: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. - : International Group for the Psychology of Mathematics Education. ; , s. 143-143
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Konferensbidrag (refereegranskat)abstract
- This paper reports from a study on immigrant and native students tested in algebra asone of several topics in school mathematics. In general immigrant students performlower the later they have immigrated (Böhlmark, 2008). Students often find workingwith algebra difficult and Kieran (1992) noted that new-beginners in algebra oftenread algebraic expressions from left to right and might ignore the brackets.In this study 358 school year 9 students in six Swedish schools, with an over averagepercentage of immigrants, took a test. Several test problems were formulated so thatthey were likely to not cause too much of language obstacles for second languagelearners. In this report the test problem “a = 2, b = 4. What is a(b+2)+b?” is in focus.This problem was characterized in Duval’s (2006) semiotic registers as mainly“computations” and scarcely dependent on natural language.An important result is that the students who immigrated during school years 8 – 9performed better than the native students and much better than students whoimmigrated during school years 1 – 7. Most wrong solutions among all studentcategories were due to misuse of the distributive law in line with Kieran (1992).There were few arithmetic errors.In this on-going research project one conclusion is that there seems to be a need tosee early and late immigrants as having different challenges in being second languagelearners. The former have difficulties in following some advanced topics inmathematics teaching and the latter have difficulties in understanding some testquestions. A second conclusion is that there is a need in research to look at specifictopics in mathematics, especially advanced compulsory school mathematics such asnegative numbers and algebra, for these student categories.
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| 7. |
- Petersson, Jöran
(författare)
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Late-arrived immigrants in school and performance in arithmetic for negative numbers
- 2013
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Ingår i: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. - : International Group for the Psychology of Mathematics Education. ; , s. 252-252
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Konferensbidrag (refereegranskat)abstract
- This paper reports from a study on immigrant and native students tested in negative number arithmetic as one of several topics in school mathematics. In general immigrant students perform lower the later they have immigrated (Böhlmark, 2008). Students often find working with negative numbers difficult and Vlassis (2004) identified two kinds of conceptual changes needed for productive use of the minus and subtraction sign. First, the arithmetic rules are different for addition and subtraction. For example, subtraction is not commutative. Second, the minus sign has a flexible use exemplified by the expression (-23) + 9 = 9 – 23 = -(23 – 9). The expression uses the minus sign as a signed integer (non-operational), a subtraction (operational) and a reflection (operational) and a flexible change between these.In this study 356 school year 9 students in six Swedish schools, with an over average percentage of immigrants, took a test. Several test problems were formulated so that they were likely to not cause too much of language obstacles for second language learners. In this report the test problem “Calculate 12 – 23 + 9” is in focus. This problem was characterized in Duval’s (2006) semiotic registers as mainly “computations” and scarcely dependent on natural language. One result is that about half of the solutions contained sign errors. There were few arithmetic errors and few other unclassified errors. A second result is that the students who immigrated during school years 1 – 7 clearly underperformed compared to the other students while those who immigrated during school years 8 – 9 performed slightly better than the native students. In this on-going research project one conclusion is that there seems to be a need to see early and late immigrants as having different challenges in being second language learners. The former have difficulties in following some advanced topics in mathematics teaching and the latter have difficulties in understanding some test questions. A second conclusion is that there is a need in research to look at specific topics in mathematics, especially advanced compulsory school mathematics such as negative numbers and algebra, for these student categories.
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| 8. |
- Petersson, Jöran, et al.
(författare)
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Opportunities for year-one children to acquire foundational number sense : comparing English and Swedish adaptations of the same Singapore textbook
- 2019
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Ingår i: Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI7). - Dublin : Institute of Education, Dublin City University. - 9781873769959 ; , s. 251-258
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Konferensbidrag (refereegranskat)abstract
- In this paper we compare adaptations of a Singaporean year-one mathematics textbook for use in England and Sweden respectively. The texts were analysed in two different ways against the eight dimensions of Foundational Number Sense (FoNS), a set of core competences that the literature has shown to be necessary for year-one children’s later mathematical learning. The first analysis, based on frequencies, showed that neither adaptation incorporated any opportunities for children to acquire the two FoNS competence relating to estimation and number patterns respectively. They also showed that the English adaptation comprised significantly more tasks than the Swedish, particularly with respect to systematic counting, where the former comprises 26% more tasks than the latter. The second analysis, based on moving averages, showed that across five of the six FoNS categories for which there were data, the temporal location and emphases of FoNS-related learning were comparable, with, in particular, no such opportunities after the mid-point of the school year in either book. However, the English adaptation’s presentation of systematic counting, occurring at various points throughout the school year, was substantially different from the Swedish adaptation, highlighting differences due, we speculate, to interpretations of local didactical traditions.
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| 9. |
- Petersson, Jöran, et al.
(författare)
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Parent-initiated activities in support of Swedish year-one children’s learning of mathematics : age-appropriate complements to school?
- 2022
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Ingår i: International Journal of Early Years Education. - : Taylor & Francis. - 0966-9760 .- 1469-8463. ; 30:4, s. 831-846
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents’ abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children’s learning of mathematics. Data, derived from 25 semi-structured interviews conducted with parents from three demographically different schools, were subjected to constant comparison analyses and yielded three broad categories of activity. These concerned the use of games in the learning of mathematics, contextualised mathematics activities like cooking and shopping, and decontextualised mathematics activities like systematic counting. Collectively, the results indicate that while parents of year-one children are confident supporting their children’s learning of mathematics, they are also conscious of the need to avoid both undermining schools’ efforts and exacerbating educational inequity. With few exceptions, the activities parents described were age-appropriate and more likely to complement teachers’ actions than not.
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| 10. |
- Petersson, Jöran, et al.
(författare)
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Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:4, s. 714-728
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Tidskriftsartikel (refereegranskat)abstract
- In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity.
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