| 1. |
- Andersson, Christian H.
(author)
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AI literacy for teaching social sustainability may require specific societal awareness
- 2024
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In: Mediating <em>mathematics</em>. - : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402476 ; , s. 142-
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Conference paper (peer-reviewed)abstract
- This presentation reports on tentative research results indicating that mathematics teachers need specific kinds of societal awareness to facilitate a classroom discussion on ethical and critical perspectives related the mathematics in the 4th industrial revolution (Big Data, AI, Machine learning, etc.). This awareness relates to societal phenomena that may intersect with mathematical modelling, e.g. data may portray whiteness/sexism, risking mathematical analysis to reproduce them. To facilitate classroom discussions on the intersection, teachers must first be aware of how such phenomena operate in society. Teaching units in Sweden and USA are presented with examples of how mathematics teachers enable discussions through their societal awareness. An implication is that teacher education may require more societal content.
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| 2. |
- Björklund, Camilla, 1977, et al.
(author)
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Toddlers learning the meaning of counting words as increase in discerned aspects of number.
- 2024
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In: In Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A. (Eds.), Mediating mathematics. Proceedings of MADIF14 (pp. 61–72). - : SMDF. - 9789198402476
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Conference paper (peer-reviewed)
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| 3. |
- Johansson Carlén, Irina, 1987-
(author)
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Investigating Teachers’ Talk : Challenges of classroom language data generation
- 2024
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In: Mediating mathematics. - Örebro : Swedish society for research in mathematics education. - 9789198402476 ; , s. 146-146
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Conference paper (peer-reviewed)abstract
- This presentation is about discussing affordances and constrains of a tentative set of data generation methods regarding classroom language. This is a part of an early-stage PhD project, which investigates which types of registers that characterises mathematical classroom language within the early school years, focusing on the teacher’s use of language registers. The presentation poses questions about data generation consisting of teachers’ talk in whole class instruction that could be analysed quantitatively using corpus and SFL based analyses. Data will be generated and treated through three levels: initially, classroom lessons are recorded and transcribed; further on, transcription texts are treated through a series of suggested corpus linguistics software, aiming to produce a f inal data set fit for qualitative SFL analysis tools.
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| 4. |
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| 5. |
- Mellroth, Elisabet, 1971-, et al.
(author)
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Students’ voices on online enrichment in mathematics
- 2024
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In: Mediating mathematics. - : Swedish Society for Research in Mathematics Education. - 9789198402476 ; , s. 143-143
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Conference paper (peer-reviewed)abstract
- This presentation reports on a study on upper secondary school students’ opi-nions and views regarding an online enrichment in mathematics. Interviewswere conducted with seven participating students, who express that the enrich-ment deepened their mathematical knowledge, in line with the fact that learn-ing requires challenges. They enjoy to always have a challenge to work on andalso freedom to decide when to work on it, which connects to the description ofmathematically highly able students as autonomous. Several students explicitlypoint out that they like that the work was not graded. Students differed in termsof working alone or with peers. The online enrichment offered mathematicalchallenges for most students, but some would have liked even more difficulttasks. Their involvement differed depending on other school work.
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| 7. |
- Olsson, Jan, et al.
(author)
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Designing teaching for creative mathematical reasoning combinedwith retrieval practice
- 2024
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In: Mediating mathematics. - 9789198402476 ; , s. 25-36
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Conference paper (peer-reviewed)abstract
- The aim of the study was to explore teacher support to students’ mathematicalreasoning when they retrieve and use prior knowledge to learn new mathematicalcontent. Two lessons were designed, one with the purpose to engage students inretrieving prior knowledge of angles and shares, and the following to learn how toconstruct pie-charts. The teacher’s interactions with students were recorded and theresult showed that the teacher could support students’ reasoning by showing inte-rest in their thinking and asking challenging questions regarding clarification andjustification of their mathematical reasoning.
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| 8. |
- Petersson, Jöran, Docent, et al.
(author)
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Teaching quality during mathematics lessons
- 2024
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In: Skrifter från SMDF, Nr 18. - Göteborg. - 9789198402476 ; , s. 141-141
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Conference paper (peer-reviewed)abstract
- This presentation focuses changes in elements of teaching quality during three parts of a mathematics lesson; start, middle and end. 64 grade 7 lessons were analysed using these partitions, forming a time series that shows decreasing quality for most elements (e.g., Modelling) from start to end of a lesson. Few elements showed an increase of quality (e.g., Intellectual Challenge). The structure of the lessons (whole class at start and individual work during middle and end) may partially account for a possible decrease. Even so, a decrease in quality is not desirable and implications on students’ learning are of concern.
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