| 1. |
- Andersson, Mats R., et al.
(författare)
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Regioselective polymerization of 3-(4-octylphenyl)thiophene with FeCl3
- 1994
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Ingår i: Macromolecules. - : American Chemical Society. - 0024-9297 .- 1520-5835. ; 27:22, s. 6503-6506
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Tidskriftsartikel (refereegranskat)abstract
- We have shown that it is possible to regioselectively polymerize 3-(4-octylphenyl) thiophene with FeCl3. Adding FeCl3 slowly to the monomer leads to a soft and therefore regioselective polymerization. The head-to-tail content was determined by H-1 NMR to be 94 +/- 2%. Thin films of the polymer treated with chloroform vapor have an absorption maximum at 602 nm (2.06 eV) with clear vibronic fine structure. Free standing films have a conductivity of 4 S/cm, which is 100 times higher than for earlier prepared poly(3-(4-octylphenyl)thiophene). A mechanism for the regioregular polymerization is also proposed.
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| 2. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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A theoretical model of the connection between the process of reading and the process of solving mathematical tasks
- 2010
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Ingår i: Mathematics and mathematics education. - Linköping, Sweden : Svensk förening för matematikdidaktisk forskning, SMDF. - 9197393460 ; , s. 47-57
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Konferensbidrag (refereegranskat)abstract
- In this paper we suggest a theoretical model of the connection between the process of reading and the process of solving mathematical tasks. The model takes into consideration different types of previous research about the relationship between reading and solving mathematical tasks, including research about traits of mathematical tasks (a linguistic perspective), about the reading process (a psychological perspective), and about behavior and reasoning when solving tasks (a mathematics education perspective). In contrast to other models, our model is not linear but cyclic, and considers behavior such as re-reading the task.
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| 3. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Communicating mathematics or mathematical communication? : An analysis of competence frameworks
- 2012
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Ingår i: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education. ; , s. 67-74
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Konferensbidrag (refereegranskat)abstract
- In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.
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| 4. |
- Bergqvist, Ewa, Docent, et al.
(författare)
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How mathematical symbols and natural language are integrated in textbooks
- 2020
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In mathematical text and talk, natural language is a constant companion to mathematical symbols. The purpose of this study is to identify different types of relations between natural language and symbolic language in mathematics textbooks. Here we focus on the level of integration. We have identified examples of high integration (e.g., when symbols are part of a sentence), medium integration (e.g., when the shifts between natural and symbolic language occurs when switching to a new line), and low integration (e.g., when symbols and written words are connected by the layout).
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| 5. |
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| 6. |
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| 7. |
- Bergqvist, Ewa, et al.
(författare)
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Linguistic properties of PISA mathematics tasks in different languages
- 2016
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Ingår i: ICT in mathematics education: the future and the realities. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402407 ; , s. 147-147
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Konferensbidrag (refereegranskat)abstract
- The mathematics PISA tasks are primarily supposed to measure mathematical ability and not reading ability, so it is important to avoid unnecessary demands of reading ability in the tasks. Many readability formulas are using both word length and sentence length as indicators of text difficulty. In this study, we examine differences and similarities between English, German, and Swedish mathematics PISA tasks regarding word length and sentence length. We analyze 146 mathematics PISA tasks from 2000–2013, in English, German, and Swedish. For each task we create measures of mean word and sentence length. To analyze if there are any differences between the three language versions of the tasks, we use t-tests to compare the three languages pairwise. We found that in average, the German versions have the longest words, followed by Swedish and then English. Average sentence length was highest for English, followed by German and then Swedish.
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| 8. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Relating vocabulary in mathematical tasks to aspects of reading and solving
- 2012
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Ingår i: Evaluation and comparison of mathematical achievement: Dimensions and perspectives. - Linköping : Svensk Förening för MatematikDidaktisk Forskning. ; , s. 61-70, s. 61-70
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.
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| 9. |
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| 10. |
- Bergqvist, Ewa, 1971-, et al.
(författare)
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Språkbrukets roll i matematikundervisningen
- 2014
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Ingår i: Nämnaren. - 0348-2723. ; 2014:1, s. 27-31
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det språk vi använder oss av i matematikklassrummet kan fokuseras på många olika sätt. Språket är också nödvändigt att förhålla sig till vid utvecklingen av sitt matematiska tänkande. Författarna diskuterar här relationer mellan språk och lärande.
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