| 1. |
- Bergsten, Christer, 1949-
(author)
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Mathematics education research in Sweden : An introduction
- 2010
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In: The first sourcebook on Nordic research in mathematics education. - Charlotte, NC : Information Age Publishing. - 9781617350986 - 9781617350993 - 9781617351006 ; , s. 269-282
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Book chapter (other academic/artistic)abstract
- Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world. The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries. This Sourcebook includes over 50 chapters from the Nordic world. Section I- Norwegian Research in Mathematics Education Section Editor: Simon Goodchild Introduction to the Norwegian part of the Sourcebook of Nordic Research in Mathematics Education Simon Goodchild The development of mathematics education as a research field in Norway - an insider's personal reflections, Trygve Breiteig and Simon Goodchild Section II- Swedish Research in Mathematics Education Section Editor: Christer Bergsten Mathematics education research in Sweden - An introduction Christer Bergsten Some theoretical orientations of Swedish research Learning difficulties and mathematical reasoning Johan Lithner, Torulf Palm Section III - Icelandic Research in Mathematics Education Section Editors: Guðbjörg Pálsdóttir, Bharath Sriraman Mathematics Education in Iceland: Explaining the Non-homogeneity in a Homogenous System, Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, Bharath Sriraman The History of Public Education in Mathematics in Iceland and its Relations to Secondary Education, Kristín Bjarnadóttir Section IV - Danish Research in Mathematics Education Section Editors: Bettina Dahl, Bharath Sriraman Section V- Contributions from Finland Section Editor: Lenni HaapasaloShow.
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| 2. |
- Engström, Arne, et al.
(author)
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From Henschen to Middletown Mathematics : Swedish Research on Low Achievement in mathematics
- 2010
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In: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and Contributions from Finland (HC). - Charlotte, NC : Information Age Publishing. - 9781617350993 ; , s. 333-346
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Book chapter (peer-reviewed)abstract
- This chapter presents a summary of Swedish research on low achievement in mathematics from the first systematic studies of arithmetic disorder done by Salomon Eberhard Henschen to the Middletown studies carried out almost 90 years later. Henschen's case studies challenged the prevalent localization of math ability to a single brain region. He coins the term acalculia and demonstrated the complexity of mathematics as a cognitive construct. During the 1950s, Olof Magne introduced Swedish research on low achievement in mathematics with his extensive Gothenburg Studies, with 6,000 students involved. The Mathematics Clinics project tested special education methods in mathematics. The Middletown study is an investigation of students' mathematical achievements in the compulsory school system of a Swedish municipality during a period of 25 years
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| 3. |
- Eriksson, Göta, 1943-
(author)
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Children's knowledge-building in arithmetic in the compulsory school and in the special school for intellectually disabled in Sweden
- 2010
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In: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland. - Charlotte : Information Age Pub.. - 9781617350993 - 9781617350986 ; , s. 397-410
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Book chapter (other academic/artistic)abstract
- Investigations have been conducted in a compulsory school and in a special school for intellectually disabled students in Sweden to examine children’s conceptual development in early arithmetic. The studies were based on the epistemology of radical constructivism and the methodology of multiple clinical interviews. A theoretical model elucidates the behavior patterns and the corresponding mental structures underlying them. The individual interviews were video recorded. In this chapter, results are shown, and various behavior patterns that emerge when the participants solve tasks in their own ways are exemplified, conceptually analyzed, and compared. The activated behavior patterns, which are responses to well-adapted contexts presented by the researcher, are compatible between children at the same conceptual level irrespective of age or type of school. The study gives substantial impetus to change the education in early arithmetic to harmonize with the children’s own ways of operating.
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| 4. |
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| 5. |
- Lithner, Johan, et al.
(author)
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Learning difficulties and mathematical reasoning
- 2010
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In: The first sourcebook on nordic research in mathematics education. - Charlotte, NC : Information Age Publishing. - 9781617350986 - 9781617350993 ; , s. 283-298
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Book chapter (peer-reviewed)
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| 6. |
- Ryve, Andreas, et al.
(author)
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Contextualizing mathematical teaching and learning
- 2010
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In: The first sourcebook on Nordic research in mathematics education. - Charlotte : Information Age Publishing. - 9781617350986 - 9781617350993 ; , s. 319-332
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Book chapter (peer-reviewed)abstract
- The social turn in mathematics education has implied that researchers wish to include collaborative and social aspects when accounting for students’ learning in mathematics. To accomplish this task many theoretical frameworks have been introduced, some of these also used in the field of mathematics education. Several publications produced by Swedish researchers in mathematics education have used the theory of contextualization and the related analytical principles of Intentional analysis to conceptualize and analyze mathematical teaching and learning. The theory of contextualization is situated in constructivist ontological and epistemological principles and is operationalized to include conceptual, situational, and cultural aspects of students’ conceptions of a given task. In this chapter we elaborate on the theory of contextualization and how it may be used to study mathematics learning and teaching by bringing together five examples of students´ learning of mathematics in compulsory school and higher education previously separately presented in international publications in mathematics education.
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| 7. |
- Österholm, Magnus, 1976-
(author)
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The roles of prior knowledge when students interpret mathematical texts
- 2010
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In: The first sourcebook on nordic research in mathematics education. - Charlotte, NC, USA : Information Age Publishing. - 9781617350986 - 9781617350993 - 9781617351006 ; , s. 431-440
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Book chapter (peer-reviewed)abstract
- In this chapter I examine what roles different types of prior knowledge have in the comprehension process when reading mathematical texts. Through theoretical analyses, three central aspects are highlighted; cognitive structure, cognitive process, and metacognition. For all these three aspects, questions arise regarding relationships between general and content-specific types of prior knowledge. Some empirical studies are described that study these questions.
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