| 1. |
- Grundén, Helena, 1968-, et al.
(author)
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Balancing interests in a research project through internal ethical engagement
- 2020
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Conference paper (peer-reviewed)abstract
- In educational design research projects, there are long-term relationships between researcher and participants. Hence, in addition to external ethical engagement, researchers have to engage in internal ethical issues, which became evident when a researcher suggested mathematical content for an intervention. The suggestion was both appealing to and uncomfortable for the teachers, and this ambiguity made power relations between the researcher and the participants visible. In the moment, the researcher made decisions about the content that might not be the best. This situation made visible the importance of internal ethical engagement in advance, for example, by thinking about how we care for our participants and for what and whom we are responsible.
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| 2. |
- Hampton, Stephanie E., et al.
(author)
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Ecology under lake ice
- 2017
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In: Ecology Letters. - : Wiley. - 1461-023X .- 1461-0248. ; 20:1, s. 98-111
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Research review (peer-reviewed)abstract
- Winter conditions are rapidly changing in temperate ecosystems, particularly for those that experience periods of snow and ice cover. Relatively little is known of winter ecology in these systems, due to a historical research focus on summer ‘growing seasons’. We executed the first global quantitative synthesis on under-ice lake ecology, including 36 abiotic and biotic variables from 42 research groups and 101 lakes, examining seasonal differences and connections as well as how seasonal differences vary with geophysical factors. Plankton were more abundant under ice than expected; mean winter values were 43.2% of summer values for chlorophyll a, 15.8% of summer phytoplankton biovolume and 25.3% of summer zooplankton density. Dissolved nitrogen concentrations were typically higher during winter, and these differences were exaggerated in smaller lakes. Lake size also influenced winter-summer patterns for dissolved organic carbon (DOC), with higher winter DOC in smaller lakes. At coarse levels of taxonomic aggregation, phytoplankton and zooplankton community composition showed few systematic differences between seasons, although literature suggests that seasonal differences are frequently lake-specific, species-specific, or occur at the level of functional group. Within the subset of lakes that had longer time series, winter influenced the subsequent summer for some nutrient variables and zooplankton biomass.
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| 3. |
- Martin, Maria A., et al.
(author)
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Ten new insights in climate science 2021 : a horizon scan
- 2021
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In: Global Sustainability. - : Cambridge University Press (CUP). - 2059-4798. ; 4, s. 1-20
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Research review (peer-reviewed)abstract
- Non-technical summary: We summarize some of the past year's most important findings within climate change-related research. New research has improved our understanding about the remaining options to achieve the Paris Agreement goals, through overcoming political barriers to carbon pricing, taking into account non-CO2 factors, a well-designed implementation of demand-side and nature-based solutions, resilience building of ecosystems and the recognition that climate change mitigation costs can be justified by benefits to the health of humans and nature alone. We consider new insights about what to expect if we fail to include a new dimension of fire extremes and the prospect of cascading climate tipping elements.Technical summary: A synthesis is made of 10 topics within climate research, where there have been significant advances since January 2020. The insights are based on input from an international open call with broad disciplinary scope. Findings include: (1) the options to still keep global warming below 1.5 °C; (2) the impact of non-CO2 factors in global warming; (3) a new dimension of fire extremes forced by climate change; (4) the increasing pressure on interconnected climate tipping elements; (5) the dimensions of climate justice; (6) political challenges impeding the effectiveness of carbon pricing; (7) demand-side solutions as vehicles of climate mitigation; (8) the potentials and caveats of nature-based solutions; (9) how building resilience of marine ecosystems is possible; and (10) that the costs of climate change mitigation policies can be more than justified by the benefits to the health of humans and nature.Social media summary: How do we limit global warming to 1.5 °C and why is it crucial? See highlights of latest climate science.
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| 4. |
- Saxena, Richa, et al.
(author)
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Genome-wide association analysis identifies loci for type 2 diabetes and triglyceride levels
- 2007
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In: Science. - : American Association for the Advancement of Science (AAAS). - 1095-9203 .- 0036-8075. ; 316:5829, s. 1331-1336
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Journal article (peer-reviewed)abstract
- New strategies for prevention and treatment of type 2 diabetes (T2D) require improved insight into disease etiology. We analyzed 386,731 common single-nucleotide polymorphisms (SNPs) in 1464 patients with T2D and 1467 matched controls, each characterized for measures of glucose metabolism, lipids, obesity, and blood pressure. With collaborators (FUSION and WTCCC/UKT2D), we identified and confirmed three loci associated with T2D - in a noncoding region near CDKN2A and CDKN2B, in an intron of IGF2BP2, and an intron of CDKAL1 - and replicated associations near HHEX and in SLC30A8 found by a recent whole-genome association study. We identified and confirmed association of a SNP in an intron of glucokinase regulatory protein (GCKR) with serum triglycerides. The discovery of associated variants in unsuspected genes and outside coding regions illustrates the ability of genome-wide association studies to provide potentially important clues to the pathogenesis of common diseases.
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| 5. |
- Sterner, Helén Elisabeth, Kristina, 1969-
(author)
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GRAFEN – EN VÄG TILL FUNKTIONSTÄNKANDE : En algebraisk undervisningspraktik med möjligheter till lärande om funktionssamband genom mönstergeneraliseringar
- 2023
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Doctoral thesis (other academic/artistic)abstract
- Learning and developing functional thinking is essential in understanding algebraic generalizations in early algebra. However, research shows that teaching functional thinking is challenging in lower grades. One challenging aspect is to teach from all three perspectives of functional thinking: recursive patterning, covariational thinking, and correspondence relationships. Research indicates that it is specifically difficult to teach based on correspondence relationships. At the same time, research also shows that there is a risk that teaching about functional thinking ends up merely discussing recursive patterning. One way to develop students’ learning about functional thinking is to deliberately teach based on all three modes of functional thinking using graph representations. This study was conducted as an educational design research, an intervention theory guided by design principles. This research highlights how the three teachers and their students learning about generalizations and functional relationships changed in an algebraic teaching practice. During a nine-month period, three teachers participated in an intervention to develop functional thinking when working with pattern generalizations in their Grade 1 and 6 classes. Based on the chosen methodological framework, the teachers were actors in all the intervention phases. They used different representations; the graph was one means to develop the students’ functional thinking when working with arithmetic growing patterns. The results showed that the graph representation helped the teachers and the students to visualize and discuss all three modes of functional thinking. The graph made it possible to visualize covariational thinking, justify different correspondence rules, and enable the students to discuss the mathematical structures in generalized formulas. Due to the fact that the teachers participated in all phases of the intervention, it was possible to capture challenges that occurred in teaching, and the intervention was able to take on new, unforeseen directions
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| 6. |
- Sterner, Helén
(author)
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Long-term learning in mathematics teaching and problematizing daily practice
- 2017
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In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). - : European Society for Research in Mathematics Education. ; , s. 3169-3176
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Conference paper (peer-reviewed)abstract
- This paper stems from research on mathematics teachers' participation in a particular collaborative learning process that addresses the issue of mathematical communication and mathematical reasoning in relation to the teaching of algebra. Although results from the developmental research revealed changes in the working group's meaning making about mathematical communication and reasoning, whether these changes are long-term and influence the teachers' mathematics teaching over time remains unclear. The aim of this paper is to discuss possible theoretical frameworks and ways of understanding mathematics teachers' long-term learning about mathematical communication and reasoning by describing what they can learn in an organized community of practice (Wenger 1998) when working with key mathematical issues. I will use the data and results from the developmental research to design another study on long-term learning.
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| 7. |
- Sterner, Helén
(author)
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Long-term learning in mathematics teaching and problematizing daily practice
- 2018
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In: Proceedings of the Tenth Congress of the European Society of Research in Mathematics Education (CERME 10), February 1-5, 2017..
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Conference paper (peer-reviewed)abstract
- Abstract : This paper stems from research on mathematics teachers' participation in a particular collaborative learning process that addresses the issue of mathematical communication and mathematical reasoning in relation to the teaching of algebra. Although results from the developmental research revealed changes in the working group's meaning making about mathematical communication and reasoning, whether these changes are long-term and influence the teachers' mathematics teaching over time remains unclear. The aim of this paper is to discuss possible theoretical frameworks and ways of understanding mathematics teachers' long-term learning about mathematical communication and reasoning by describing what they can learn in an organized community of practice (Wenger 1998) when working with key mathematical issues. I will use the data and results from the developmental research to design another study on long-term learning.
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| 8. |
- Sterner, Helén
(author)
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Mathematics teachers' meaning making : problematizing the process of learning in and from daily practice
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. ; , s. 2963-2964
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Conference paper (other academic/artistic)abstract
- Mathematics teachers’ development and the understanding of what constitutes learning are an on going topic and highlighting the complexity in the processes of learning in and from practice. This study builds on the idea that mathematics teachers’ professional development needs to be based on their classroom practice (Goodchild, 2008; Kazemi & Franke, 2004). Teacher participating in a working group, a learning community, and reflect on their own teaching and students learning. Working collaborative the mathematics teacher developed understanding of mathematical communication and mathematical reasoning in their teaching algebra.
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| 9. |
- Sterner, Helén
(author)
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Planning for mathematical reasoning : Surprising challenges in a design process
- 2019
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In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (CERME 11), February 5-10, 2019..
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Conference paper (peer-reviewed)abstract
- Generalizing is a key element in mathematical reasoning as well in early algebra and algebraic thinking (Kaput, 2008). However, students find it difficult to understand the meaning of generalized arguments, which means that teachers need to support students to develop their generalized argument (Stylianides & Stylianides, 2017). A way to increase teachers’ possibilities to support students’ reasoning may be through intervention studies. Stylianides and Stylianides (2013) write about the importance of research-based interventions of proof and proving in teaching. Since generalized arguments can be seen as a part of proof and proving (Stylianides & Silver, 2009), intervention studies also about generalized arguments should be important. Similar reflections have emerged in the Argumentation and proof group at CERME where a lack of design-based studies promoting investigation in the classroom and a need to shift research focus from the learners to the teacher is emphasized (Mariotti, Durand-Guerrier, & Stylianides, 2018). This poster will exemplify a part of a cyclically recurring intervention process by answering the question: What challenges do teachers meet when trying to understand a given Design Principle (DP) (McKenney & Reeves, 2012) and design and implement teaching based on it?
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| 10. |
- Sterner, Helén
(author)
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Problematisera "görandet" : lärares lärande om kommunikation och resonemang i matematikundervisningen i en organiserad praktikgemenskap
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Matematiklärares profession och professionella utveckling är grundläggande för elevers lärande. Syftet med studien har varit att följa en process för att förstå vad och hur matematiklärare lär i en praktikgemenskap. En grupp matematiklärare från årskurs 1-6 har träffats regelbundet under ett år. Gruppen, reflektionsgruppen har arbetat med att utveckla och söka svar på en gemensam kärnfråga. Reflektionsgruppens gemensamma intresse var att förstå mer om kommunikation och resonemang i matematikundervisningen. Studien har sin grund i Goodchilds (2008) den utvecklande forskningscykeln som kombineras med Wengers (1998) praktikgemenskaper för att analysera hur reflektionsgruppens samtal om kommunikation och resonemang i matematikundervisningen förändras. I analysen och tolkningen används tre begrepp som analysverktyg: ömsesidigt engagemang, gemensamt intresse och delad repertoar. Resultat visar förändringar i reflektionsgruppens samtal från att förstå, till att identifiera, till att tolka och slutligen tillämpa matematiskaresonemang i matematikundervisningen. Ett resultat av studien är också förändringar i reflektionsgruppen samtal som förändras från konsensus till att problematisera kärnfrågan.
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