| 1. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Balancing educative and directive guidance in teacher guides in three teaching cultures
- 2015
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Ingår i: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. - Hobart, Australia : PME. ; , s. 149-149
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Konferensbidrag (refereegranskat)abstract
- Teacher guides in mathematics from three cultural regions (Sweden, Flanders and the US) were analyzed concerning directive and educative guidance. Directive guidance is when the teacher guide clearly states what the teacher or the students are supposed to do. Educative guidance is when the teacher guide supports the teacher with information about student thinking, mathematical issues and similar. The results show that teacher guides from Flanders are more directive and the US together with one of two Swedish teacher guides are quite balanced. The second Swedish teacher guide stands out in being more educative than directive. This coincides with our understanding of the teaching traditions in the three regions.
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| 2. |
- Brehmer, Daniel, 1973-, et al.
(författare)
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Problem solving in Swedish mathematics textbooks for upper secondary school
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:6, s. 577-593
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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| 3. |
- Brehmer, Daniel, 1973-
(författare)
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Support for mathematics teachers’ change : Examining catalysts for teacher learning and role of the teacher in professional development programmes
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When the perception changes regarding what mathematics students should be able to manage, this is typically addressed through a new national curriculum. To establish and implement this new curriculum in practice, teachers must be given the opportunity to change according to it. For such change, they need support in interpreting and implementing the new curriculum. Typically, there are two common ways to support teacher change: (1) developing and launching curriculum materials that correspond to the national curriculum; and (2) implementing professional development programmes (PDPs) that correspond to the new national curriculum. This thesis includes both aspects and aims to contribute to research on support for mathematics teachers’ change. This aim is operationalized by: (1) studying mathematics textbooks in which tasks and plausible teaching intentions are analysed; (2) studying teacher agency in collegial discussions in relation to the design of a PDP; and (3) mapping and describing catalysts for teacher learning from PDPs in research literature. These studies resulted in five papers, which are included in this thesis. The main results of the papers cover: the distribution of types of tasks in Swedish mathematics textbooks; the type of learning approach advocated in these textbooks; how different types of texts in PDPs relate to teacher agency in collegial discussions; and an identification and description of catalysts for teacher learning from PDPs for mathematics teachers. In the kappa1 of this thesis, these results are merged and discussed in relation to different models of teacher change. The focus in the kappa is on examining catalysts for teacher learning from such initiatives and the role of the teacher in PDPs. This examination suggests elaborations on parts of a conceptual framework for effective PDPs (Desimone, 2009). More precisely, the elaborations concern core critical features for effective PDPs, presented in this framework: Content Focus, Active Learning, Collective Participation, Duration, and Coherence. The main contributions of this thesis concern: a tool for analysing tasks in textbooks with respect to problem-solving tasks; an organizing frame for mapping learning catalysts from articles describing PDPs; a description of catalysts for teacher learning from PDPs as specifications of core critical features for effective PDPs; and the role of the teacher in PDPs as a catalyst for learning. Implications and suggestions for future research are discussed.___________________________1The Swedish term kappa will be used in this thesis in the absence of an equivalent English term for the introductory chapters of an aggregation dissertation
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| 4. |
- Condon, Lara, et al.
(författare)
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Navigating multiple languages and meanings in cross-cultural research on teachers’ resource use
- 2023
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Ingår i: ZDM - the International Journal on Mathematics Education. - : Springer Science and Business Media LLC. - 1863-9690 .- 1863-9704. ; 55:3, s. 565-577
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Tidskriftsartikel (refereegranskat)abstract
- Cross-cultural research covering multiple languages and cultures involves negotiating conceptual and linguistic challenges. This paper focuses on how researchers working across cultural and linguistic boundaries navigate the research process and negotiate a common understanding of the constructs under study. Working towards intersubjectivity within a cross-cultural research team is essential, as it deepens understanding of one another’s contexts and our own. We analyze our own research process, as a cross-cultural team studying elementary school teachers’ use of print and digital instructional resources in Finland, Flanders, Sweden, and the U.S. Recorded team conversations served as data to help us explore the way language and culture are intertwined and how these relationships surface when developing research instruments and conducting analysis of the interviews, in which language became a focal point. Challenges emerged particularly within three research aims, namely, naming and describing teaching practices, understanding teachers’ relationships with mathematics resources, and defining digital resources in a cross-cultural survey. Our systematic analysis of instances of conceptual and linguistic inequivalence prompted the team to make language explicit and revealed that these instances varied in several ways that had implications for how and whether they might be bridged. Thus, this paper contributes to understanding the methodological impact of using a shared language, acknowledging that researchers’ lexicons about mathematics teaching are closely linked to their own cultural knowledge and experience. Therefore, working explicitly across language and culture towards mutual understanding is a necessity and a way to reinforce the validity of research outcomes.
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| 5. |
- Desoete, Annemie, et al.
(författare)
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Problemen in rekenen-wiskunde
- 2010
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Ingår i: Onderwijskunde als ontwerpwetenschap.. - Ghent : Academia Press. - 9789038216065 ; , s. 638-691
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Fred, Jenny, 1972-, et al.
(författare)
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Algebraic wicked problems : Bridging the gap between early school algebra and socially relevant issues?
- 2023
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Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - Budapest : Alfréd Rényi Institute of Mathematics. - 9789637031045 ; , s. 536-543
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Konferensbidrag (refereegranskat)abstract
- This paper aims to discuss an advance in the direction of bridging the gap between early school algebra and socially relevant issues using the idea of wicked problems. We do so by focusing on the possibilities and challenges of working with the idea of algebraic wicked in the context of planning, teaching, and reflecting on algebra lessons for young children of 7-9 years old. This endeavor is a collaboration between the researcher/teacher educator, teacher students and in-service teachers following the critical research methodology of imagining and trying to create something that does not yet exist. This paper represents partly how far we have come to formulate an algebraic wicked problem that can invite students to engage into a cultural and sociological algebraic activity and as such reports on what we have learned from trying to design and enact algebraic wicked problems.
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| 7. |
- Fred, Jenny, 1972-, et al.
(författare)
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Powerful algebraic ideas : Early algebraic thinking andactive citizenship
- 2022
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Ingår i: Proceedings from the 12th Congress of the European Society for Research in Mathematics Education (CERME12).
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Konferensbidrag (refereegranskat)abstract
- How can powerful algebraic ideas be understood for the combined purpose of developing students’ emergent algebraic thinking and fostering future active citizens? To address this question, we have examined two major research review books on early algebra to investigate the interpretations of “powerful algebraic ideas” that are present in the books as a whole. Skovsmose and Valero’s (2008) four interpretations of powerful mathematical ideas (which focus on the logical, psychological, cultural, and sociological power of mathematics) were used. We show that in the books and book chapters there is a dominance of the logical and psychological interpretations of the power ofalgebraic. Furthermore, the cultural and sociological interpretations appear connected to algebraic thinking as a resource or tool for action in “society”. Advancing new possibilities of expanding the ways in which early algebraic thinking is made powerful for students is a challenge to research.
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| 8. |
- Fred, Jenny, 1972-, et al.
(författare)
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Tracing connections in working toward a critical zone of making algebraic wicked problems
- 2024
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Ingår i: Mathematics and practices. - Palermo : G.R.I.M. - Gruppo di Ricerca sull'Insegnamento/Apprendimento delle Matematiche Universita' degli Studi di Palermo. ; , s. 127-136
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Konferensbidrag (refereegranskat)abstract
- We study the connections among different “actors” — human as well as nonhuman — to document and understand an inquiry group’s movement toward designing and implementing Algebraic Wicked Problems (AWPs). AWPs combine both algebraic and environmental ideas. The inquiry group consists of Swedish teachers, teacher students and a researcher-teacher educator. Since AWPs have not been explored yet in teaching, it has taken a long process to imagine and trying to formulate them. Our focus on the network of connections among actors has helped to trace aspects of this long process. It has also helped identifying specific non-human actors that constitute the network such as diagrams and materials. Our analysis suggests that the process of imagining something that does not yet exist in itself also can becomes an actor.
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| 9. |
- Kim, O. -K, et al.
(författare)
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SUPPORTING (PRESERVICE) TEACHERS’ LEARNING TO USE CURRICULUM RESOURCES PRODUCTIVELY
- 2019
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Ingår i: Proc. PME Conf.. - : Psychology of Mathematics Education (PME). - 9780639821504 ; , s. 177-178
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Konferensbidrag (refereegranskat)abstract
- In this new working group, we focus on ways to support (preservice) teachers’ learning to use curriculum resources (a set of resources for daily instruction including student texts, teachers’ guide, and digital resources) productively. Our goal is to develop research plans to investigate this topic, based on presentations of examples and issues to consider, and discussions with working group participants on what productive resource use means and how we study it, especially in different cultural contexts. © 2019 left to authors All rights reserved.
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| 10. |
- Koljonen, Tuula, 1965-
(författare)
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Finnish mathematics curriculum materials and teachers’ interaction with them in two cultural-educational contexts.
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Tidigare forskning har visat att lärare är centrala aktörer i undervisning men också läromedlens stora betydelse för undervisningen och lärande har lyfts fram. Dock har mycket av forskningen kring läromedel och dess betydelse för undervisning och lärande gjorts i USA och endast ett fåtal studier har genomförts i Europa och Norden. Det finns dessutom väldigt få tvärkulturella läromedelsstudier, speciellt sådana som undersöker hur ett läromedel används i ett annat kulturellt sammanhang än där det har skapats. Denna avhandling är ett försök att fylla det tomrummet. Föreliggande studie syftar således till att bidra till kunskap om finska läromedel i matematik och lärarnas interaktion med ett ursprungligen finskt läromedel i två skilda kultur-pedagogiska sammanhang: det finska sammanhanget där läromedlet har utvecklats, och i ett nytt sammanhang, det svenska där det finska materialet har tagits i bruk. Jag undersöker därmed de mest använda finska lärarhandledningarna i matematik (klass 1–6) och hur fyra finska och fyra svenska lärare interagerar med dem. I sin helhet återfinns studien inom det kvalitativa tolkande forskningsparadigmet och dess teoretiska hemvist är det sociokulturella perspektivet där interaktionen mellan en lärare och läromedel är central. Avhandlingen är en fortsättning på min licentiatuppsats och består av fem artiklar, varav de tre första är dokumentanalyser och de två senare är fallstudier. Den första delen av avhandlingen undersöker, genom olika typer av innehållsanalyser, egenskaper hos finska läromedel i matematik. Resultaten avslöjar stora likheter mellan de finska lärarhandledningarna i matematik vad gäller dess innehåll, form och typ av kommunikation. Resultaten visar vidare att det finns tre normer dolda i lärarhandledningarnas konstruerade matematiklektioner, vilka tillsammans återspeglar matematikundervisning som en helklassaktivitet. Tidigare forskning har dessutom visat att dessa normer även är tydligt synliga i den finska pedagogiska kontexten. Sammantaget indikerar läromedelsstudierna vissa kulturella spår i texten som finns i de finska läromedlen vilka verkar följa ett kulturellt manus. Detta manus återspeglar de underliggande finska kulturella traditionerna och utbildningsprioriteringarna, både vad gäller innehållets enhetlighet och de bakomliggande åsikterna om undervisning och lärande. Den andra delen av avhandlingen utforskar genom fallstudier finländska och svenska lärares interaktion med läromedel som härstammar från Finland. Resultaten avslöjar mycket olika tillvägagångssätt vad gäller planering av matematiklektioner, där de finska lärarna planerar för hela lektioner medan de svenska lärarna planerar för en kort föreläsning, genomgång. Resultaten visar vidare även betydande skillnader på vad finska och svenska lärare väljer att använda från lärarhandledningarna och hur de organiserar och strukturerar sina matematiklektioner. Dessa fallstudier indikerar väldigt olika normer beträffande planering och genomförande av matematikundervisning och därmed också olika interaktion med läromedlet. De finska lärarnas interaktion återspeglar således kulturella normer och rutiner som är i linje med både det finska läromedlet och dess utbildningspraxis. Medan de svenska lärarnas interaktion återspeglar de klassrumsrutiner och normer som är i linje med den svenska utbildningspraxisen, och inte med de normer som återfinns i de finska läromedlen. Det är rimligt att överväga att det kan vara möjligt eller till och med givande att använda ett finskt läromedel i det svenska sammanhanget, eftersom både miljöerna och utbildningskulturerna tycks vara ganska lika. Emellertid har denna studie visat att det inte är så uppenbart och att det finns vissa hinder. Att importera läromedel från andra utbildningskulturella sammanhang för att skapa nya rutiner och normer kräver djupgående och eftertänksamma justeringar i förhållande till det nya sammanhanget; förutom justeringar av läromedlet i sig krävs också kompetensutveckling i hur man använder och modifierar materialet. Avhandlingen bidrar till det internationella forskningsfältet om läromedel i matematik och lärarnas användning av dem. Den har också relevans för läromedelsförlag och författare, skolhuvudmän och lärare samt lärarutbildare.
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