| 1. |
- Petersson, Jöran, 1967-, et al.
(författare)
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Analysing English year-one mathematics textbooks through the lens of foundational number sense : A cautionary tale for importers of overseas-authored materials
- 2023
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Ingår i: Oxford Review of Education. - : Taylor & Francis Group. - 0305-4985 .- 1465-3915. ; 49:2, s. 262-280
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children’s learning in both short and long terms. Such a framework, which is literature-derived and curriculum-independent, enables meaningful comparison of materials deriving from different cultural contexts. Analyses of the proportions of all tasks coded for the different competences showed that none of the three books adequately addresses all eight competences, although the English-authored comes closest. Moving averages, undertaken to show the temporal location of the opportunities presented for children to acquire the eight competences, showed them distributed throughout the school year in the English-authored textbook but only during the first half of the school year in the two Singaporean-authored textbooks. Some implications for the importation of such materials are discussed.
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| 2. |
- Petersson, Jöran, 1967-
(författare)
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Mathematics achievement of early and newly immigrated students in different topics of mathematics
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to explore the mathematics achievement of second language immigrants in compulsory school as they continue their schooling in Sweden. Specifically, the thesis aims to generate more knowledge about different sub-categories of second language students, namely newly arrived immigrants, early arrived immigrants and other second language students in compulsory school. The data in this thesis consists of students’ responses to test items and thus mainly contains mathematical symbols, essentially numbers in different representations, written by the students.Doing so, this thesis problematizes the concept of second language students in mathematics in two aspects. One aspect is to assess the first and second language students’ achievement in different mathematical content domains, instead of only assessing the total achievement. Another aspect is to see the second language students as different sub-categories of second language students.Papers I and II of this thesis found that the achievement difference between first and second language students is not homogeneous. Instead the achievement difference between first and second language students is larger for concepts that are rare in mathematics textbooks. Moreover, the achievement difference between first and second language students varies with the content domain. Another way to say this is that first and second language students have different achievement profiles.Papers III and IV of this thesis explored how sub-categories of second language students achieved on mathematics test items. Mathematics achievement studies on second language students often classify the second language students into a single category of students. Methodologically this imposes a concept of viewing second language students as homogeneous in proficiency in the language of instruction. This view is challenged in this thesis by dividing the second language students into newly arrived immigrants, early arrived immigrants and other second language students. These three sub-categories have different proficiency in Swedish language due to how long they have lived in Sweden. Papers III and IV found that these student categories both had different test achievement and, related to this, also used mathematical concept representations differently. In particular, the newly and early arrived immigrants seemed to experience on average different challenges during mathematics testing. The newly arrived students seemed more challenged with terminology but less with the mathematical content while the opposite seemed to hold for the early arrived students. An implication for teaching is that particularly early arrived second language children seem to be in urgent need of support in mathematical concept building from first day of schooling in the new country.
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| 3. |
- Petersson, Jöran, 1967-
(författare)
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Students’ responses to the question: how does a computer do curve fitting?
- 2024
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 55:5, s. 1226-1242
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has identified an unfilled gap between, on the one hand, mathematical prerequisites needed for a formal treatment of least squares and, on the other hand, only teaching procedural aspects of curve fitting. As a response to this, the present study explores students’ suggestions of how they think a computer or calculator does curve fitting. The data evolve through observations of mathematics classroom group work and interviews during a physics laboratory group work of year 10 secondary school students in Sweden. The results show that these students seemed well equipped to, on their own, suggest relevant and mathematically founded strategies for formal curve fitting though not least squares. Specifically, the students were inventive in their group work in the sense that several of their suggestions for how curve fitting could work are the same as those that appear in mathematics history from early 1700 until contemporary methods, covering both algebra and statistics. As such, the mathematical content in the results contrasts previous research on informal fit, which often results in the students counting the number of points over and under the fitted line but with less articulated justifications for their fit.
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| 4. |
- Norén, Eva, 1957-, et al.
(författare)
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Newly arrived students in mathematics classrooms in Sweden
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Researchin Mathematics Education. ; , s. 1630-1636
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Konferensbidrag (refereegranskat)abstract
- In this paper we discuss how newly arrived students experience, and perform in, school mathematics. There is little research on immigrant students' initial time in Swedish school, and it is methodologically underdeveloped. Our own research will be revisited, and we give an account of the methodologies we have developed. We look for analytical tools using both qualitatively as well as quantitatively, to interpret classroom interaction, social practises, individual performance and achievement. Our attention to diversity and equity issues includes avoiding deficit discourses explaining both success and failure in school mathematics, in relation to backgrounds, language and culture.
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