| 1. |
- Ahl, Linda, 1970-, et al.
(author)
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Investigating the voice of two Swedish mathematics teacher guides
- 2015
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In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 3165-3166
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Conference paper (peer-reviewed)abstract
- This poster presents a study on the voice of two Swedish mathematics teacher guides. We have made a content analysis of teacher guides to the two most commonly used mathematics textbooks in Swedish lower secondary school Grades 7 to 9. Our theoretical stance is that curriculum resources can support teachers pedagogical design capacity. Our analysis shows that the voice of both guides speaks through the teacher with narratives and scripted instructions, instead of making visible the strengths and weaknesses with different teaching design considerations. The results could be used to further elaborate on how the teacher guides can be designed to support the pedagogical design capacity for a range of different teachers.
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| 2. |
- Andersson, Catarina, et al.
(author)
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Formative assessment in Swedish mathematics classroom practice
- 2015
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In: CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 3167-3168
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Conference paper (peer-reviewed)abstract
- Using formative assessment has woken interest in many countries because of the potential effect on student achievement. To investigate Swedish teachers' use of formative assessment in mathematics, this study used classroom observations and teacher interviews of 38 mathematics teachers. The teachers used formative assessment, but additional formative activities could support teachers to better take advantage of the potential in using formative assessment
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| 3. |
- Andrews, Paul, 1954-, et al.
(author)
-
Developing foundational number sense : Number line examples from Poland and Russia
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - 9788072908448 ; , s. 1681-1687
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Conference paper (peer-reviewed)abstract
- For a variety of reasons children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework's analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.
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| 4. |
- Asami-Johansson, Yukiko, et al.
(author)
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Applying the structured problem solving in teacher education in Japan - A case study
- 2015
-
In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 2741-2747
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Conference paper (peer-reviewed)abstract
- In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about "structured problem solving". We describe a specific lesson titled "Quantity and Measurement" for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying "structured problem solving" in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
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| 5. |
- Bagger, Anette, 1974-
(author)
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Pressures and positions of need during the Swedish third-grade National Test in Mathematics
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University. - 9788072908448 ; , s. 1558-1563
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Conference paper (peer-reviewed)abstract
- This paper presents and discusses parts of a large-scale [1] ethnographical and longitudinal study that has followed the process of implementing the National Test in Mathematics for third graders (Ntm3) in Sweden during its first three years (2010, 2011, and 2012). Pupil talk from 2011 about pressure and what is at stake was used to construe three positions of need that might characterize pupils during the National Test in Mathematics in their third school year: the position of shame, the position of unfamiliarity, and the position of stress. How these might be handled in educational practices is discussed briefly.
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| 6. |
- Bergsten, Christer, 1949-, et al.
(author)
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The construction of the ‘transition problem’ by a group of mathematics lecturers
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 2053-2059
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Conference paper (peer-reviewed)abstract
- This paper presents views of university staff about what has become called the ‘transition problem’ when students start studying mathematics at university. The data are from a focus group interview with eight experienced university lecturers at a Swedish university department that offers mathematics courses for engineering students. We use the portrayal of the problem in the literature as an axis for the discussion.
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| 7. |
- Bergwall, Andreas, 1972-
(author)
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On a generality framework for proving tasks
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 86-92
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Conference paper (peer-reviewed)abstract
- In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks’ categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.
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| 8. |
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| 9. |
- Boström, Erika, et al.
(author)
-
A professional development program in formative assessment for mathematics teachers : Which changes did the teachers do and why?
- 2015
-
In: Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9). - : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 2947-2948
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Conference paper (peer-reviewed)abstract
- This study is part of a larger research project about a comprehensive professional development program (PDP) in formative assessment for mathematics teachers. The aim of the study is to investigate in which ways the teachers' classroom practice change, with respect to formative assessment, after participating in the PDP, and which some of the reasons may be for these changes. Fourteen randomly chosen grade-seven mathematics teachers participated in the PDP. The teachers were interviewed and their classroom practices observed, before and after the PDP. They also answered two questionnaires about the PDP. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees.
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| 10. |
- Delacour, Laurence
(author)
-
How the role of the preschool teacher affects the communication of mathematics
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : Charles University in Prague, Faculty of Education. - 9788072908448 ; , s. 1905-1910
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Conference paper (peer-reviewed)abstract
- The purpose of this article is to study and analyse how two te achers implement an outdoor situation for children aged 4-5 in a Swedish preschool. The analysis and interpretation of the data in this paper has been influenced by situation theory and by the use of the didactic contract as a key concept. The term didactic contract is seen as a metaphor; consequently, I use a broader definition of the didactic contract to illustrate how the role of the teacher aff ects the communication of mathematics with children. Most of the text in this paper is adapted from my thesis (Delacour, 2013) and articles (Delacour, 2014a, b).
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| 11. |
- Edmonds-Wathen, Cris, 1972-
(author)
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The grammar and conceptualisation of motion in Iwaidja
- 2015
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In: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). - Prague : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 1361-1367
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Conference paper (peer-reviewed)abstract
- Different languages have different ways of using spatial language, grammatically and conceptually. This paper reports on aspects of the language of motion in Iwaidja, an indigenous Australian language. The way that Iwaidja groups and separates spatial concepts such as direction, height and movement in relation to another object are briefly described using examples from a route description task. The implications are discussed in terms of how understanding these grammatical features can help teachers of Indigenous students, as well as providing keys to cross-linguistic investigations of mathematical cognition.
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| 12. |
- Engvall, Margareta, et al.
(author)
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How communicative teaching strategies create opportunities for mathematics learning
- 2015
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In: CERME9. - Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 1368-1373
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Conference paper (other academic/artistic)abstract
- The overall interest in this study is actions of the diverse participants in the mathematics primary classroom. More specifically, attention is put on typical communication strategies that teachers and students, in our research context, use during mathematics lessons. We present some examples with classroom data to illustrate how the strategies are used and hat opportunities to learn mathematics are offered as an outcome from the implemented actions by teachers and students.
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| 13. |
- Fahlgren, Maria, 1966-, et al.
(author)
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Using slider tools to explore and validate
- 2015
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In: CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - 9788072908448
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Conference paper (peer-reviewed)
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| 14. |
- Gade, Sharada, 1960-
(author)
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Teacher-researcher collaboration as Formative Intervention and Expansive Learning Activity
- 2015
-
In: CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University, Faculty of Education and ERME. - 9788072908448 ; , s. 3029-3035
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Conference paper (peer-reviewed)abstract
- Extended teacher-researcher collaboration is reported in this paper, by drawing upon cultural historical activity theory (CHAT) perspectives. Teaching is herein conceived as dialectical practice in which teachers are both shaped by and shape instructional practices. Three instructional interventions conducted at a Grade four mathematics classroom in Sweden constitute and exemplify the construct of Formative Intervention. Teacher-researcher collaboration which paralleled such conduct next exemplifies the construct of Expansive learning activity. Such transformation and change sheds light on how mid-level taken for granted phenomena in schools can be worked with and around, besides contributing to the motivational sphere of students and teachers.
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| 15. |
- Larsson, Kerstin, 1963-
(author)
-
Sixth grade students' explanations and justifications of distributivity
- 2015
-
In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - 9788072908448 ; , s. 295-301
-
Conference paper (peer-reviewed)abstract
- Equal groups and rectangular arrays are examples of multiplicative situations that have different qualities related to students' understanding of the distributive and the commutative properties. These properties are, inter alia, important for flexible mental calculations. In order to design effective instruction we need to investigate how students construct understanding of these properties. In this study sixth grade students were invited to reason with a peer about calculation strategies for multiplication with the goal of explaining and justifying distributivity. Their discussions demonstrate that the representation of multiplication as equal groups helps them to explain and justify distributivity. At the same time this representation hinders their efficient use of commutativity.
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| 16. |
- Larsson, Maria
(author)
-
Exploring a framework for classroom culture : A case study of the interaction patterns in mathematical whole-class discussions
- 2015
-
In: Proceedings of CERME9. - Prague : PedF UK v Praze and ERME. - 9788072908448 ; , s. 3065-3071
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Conference paper (peer-reviewed)abstract
- Research is needed on frameworks that support teachers in the important and challenging work of orchestrating productive problem-solving whole-class discussions. The aim of this paper is to explore a framework for classroom culture with the overarching goal of supporting teachers in conducting class discussions focused on argumentation as well as connection making. Analyses of video-recorded whole-class discussions result in the articulation of some difficulties in clearly distinguishing between certain interaction patterns within different classroom cultures. The overall findings, however, suggest that the framework can be useful for characterizing interaction in terms of an inquiry/argument classroom culture.
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| 17. |
- Lembrér, Dorota
(author)
-
Socialisation and mathematics education in Swedish preschools
- 2015
-
In: CERME 9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 1603-1609
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Conference paper (other academic/artistic)abstract
- This theoretical paper investigates the relationship between socialisation and mathematics education in Swedish preschools. Socialisation is considered to be the process by which children construct their own childhoods and experiences as a preparation for adulthood. Mathematics education as defined by the curriculum outlines what learning possibilities preschools and the adults working in them should provide to children. The production and reproduction of cultural knowledge as components of socialisation are connected to the global issue of early year’s education and schoolification. I suggest that it is important to discuss how learning of content and subjectivities is a key feature in an investigation of the relationship between socialisations and mathematics education in the Swedish preschool curriculum.
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| 18. |
- Mellroth, Elisabet, 1971-
(author)
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Problem solving competency and the mathematical kangaroo
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague, Czech Republic. - 9788072908448 ; , s. 1095-1096
-
Conference paper (peer-reviewed)abstract
- The goal of the study was to investigate differences in how two groups of students activated mathematical competencies in the mathematical kangaroo (MK). The two groups, group 1 and 2, were identified from a sample of 264 students (grade 7, age 13) through high achievement (top 20 %) in only one of the tests: the MK or a curriculum bounded test (CT). Analysis of mathematical competencies showed that the high achievers in the MK, activated the problem solving competency to a greater extent than the high achievers in the CT, when doing the MK. The results indicate the importance of using non-traditional tests in the assessment process of students to be able to find students that might possess good mathematical competencies although they do not show it on curriculum bounded tests.
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| 19. |
- Norqvist, Mathias, et al.
(author)
-
Creative Reasoning More Beneficial For Cognitively Weaker Students
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University. - 9788072908448 ; , s. 502-503
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Conference paper (peer-reviewed)abstract
- In a study with 91 upper-secondary students the efficiency of two different types of mathematical practice tasks, procedural based algorithmic tasks and creative reasoning tasks, were studied. It was found that although the algorithmic group outperformed the creative group during practice the latter performed significantly better on a follow-up test. Closer inspection revealed that the difference in test performance was, contrary to common beliefs, driven by the cognitively weaker students.
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| 20. |
- Olsson, Jan, 1964-
(author)
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Feedback from dynamic software supports creative mathematical reasoning
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University. - 9788072908448 ; , s. 2590-2591
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Conference paper (peer-reviewed)abstract
- Previous studies have shown that students learn mathematics better when they are engaged in creative reasoning, but that students in regular teaching mainly undertake imitative reasoning. It is therefore important to develop and examine didactical designs that support creative reasoning. These studies examine a didactic design where students work in pairs solving a complex task supported by dynamic software. The studies show that dynamic software supports creative reasoning by providing timely feedback closely connected to the students' activities.
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| 21. |
- Raman Sundström, Manya, 1971-, et al.
(author)
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Mathematical fit : A first approximation
- 2015
-
In: Proceedings of the ninth conference of the Euorpean Society for research in Mathermatics education (CERME9). - Prague : Charles University. - 9788072908448 ; , s. 185-191
-
Conference paper (peer-reviewed)abstract
- We discuss here the notion of mathematical fit, a concept that might relate to mathematical explanation and mathematical beauty. We specify two kinds of fit a proof can have, intrinsic and extrinsic, and provide characteristics that help distinguish different proofs of the same theorem.
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| 22. |
- Roos, Helena, 1974-, et al.
(author)
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Communities of practice : exploring the diverse use of a theory
- 2015
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In: CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 2702-2708
-
Conference paper (peer-reviewed)abstract
- The social learning theory of communities of practice is frequently used in mathematics education research. However, we have come to recognise that the theory is used in diverse ways, regarding both the parts that are used and the ways in which those parts are used. This paper presents an overview of this diverse use of the theory based on three themes: Are communities of practice viewed as pre-existing or are they designed within the study? Are individuals or groups foregrounded in the study? Which parts of the theory are mainly used? The aim of the paper is twofold: to make visible the diverse possibilities within one single theory, and to make visible how, even though we might think we know what a theory implies in research, if we look beneath the surface we may find that “the same” theory can imply many different things.
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| 23. |
- Sayers, Judy, et al.
(author)
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Foundational Number Sense : Summarising the Development of an Analytical framework
- 2015
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - 9788072908448 ; , s. 361-367
-
Conference paper (peer-reviewed)abstract
- What number-related competences do grade one students need to ensure later success and avoid later failure? We address this question by summarising recent work on the development of an eight component framework, which we call foundational number sense (FoNS), in which those necessary learning outcomes are categorised. We then present summaries of three case study evaluations of the FoNS framework. Each case study, which focused on the teaching of a different mathematical topic, was undertaken in two different European grade one classrooms. Analyses confirm the sensitivity of the FoNS framework to both cultural and mathematical context and indicate its potential as a powerful tool for both cross cultural research and teacher education practices.
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| 24. |
- Schindler, Maike, 1983-, et al.
(author)
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Designing tasks for mathematically talented students
- 2015
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In: CERME 9. - Prague, Czech Republic : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 1066-1072
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Conference paper (peer-reviewed)abstract
- For the Design Research project presented, a learning environment for mathematically talented and interested 7th-grade students was investigated. The results show that the subject matter of graph theory offers both opportunities and means for students to develop their abilities. The data analysis showed likewise how the tasks might be modified in order to impose on their potential and thereby foster students’ abilities of a formalized perception and pervasion of mathematical information and of generalization.
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| 25. |
- Segerby, Cecilia
(author)
-
Writing in mathematics lessons in Sweden
- 2015
-
In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathemathics Education (ERME). - 9788072908448 ; , s. 1490-1496
-
Conference paper (peer-reviewed)abstract
- Previous research has shown benefits for both the students and the teachers in letting students write in different ways in mathematics. Consequently, communicating their understanding is emphasised in the current Swedish curriculum. In this paper, Swedish students’ perceptions are examined of their writing during mathematics lessons and their assumptions about the purpose of keeping notes. The results come from a questionnaire answered by 136 randomly selected students in Years 3, 4 and 5 and show that writing is not extensively used during mathematics lessons with calculations being the dominant kind of writing. As well, half of the students considered their notes to be worthless.
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| 26. |
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| 27. |
- van Bommel, Jorryt, 1974-, et al.
(author)
-
Facebook and mathematics teachers’ professional development : Informing our community
- 2015
-
In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education. - Prag : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 2930-2936
-
Conference paper (peer-reviewed)abstract
- Nowadays, communication and cooperation on social network sites, such as Facebook, have become common. These sites are also used within teachers’ professional development in both formal and informal ways: they create and form new opportunities to communicate and cooperate. This paper discusses how mathematics teachers’ informal participation on social network sites can inform the mathematics education research community.
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| 28. |
- van Bommel, Jorryt, et al.
(author)
-
Facebook and mathematics teachers' professional development : Informing our community
- 2015
-
In: Proceedings of the ninth conference of the european society for research in mathematics education (CERME9). - : CHARLES UNIV, FAC EDUC. - 9788072908448 ; , s. 2930-2936
-
Conference paper (peer-reviewed)abstract
- Nowadays, communication and cooperation on social network sites, such as Facebook, have become common. These kinds of sites are also used within teachers' professional development, both in formal and informal ways, as they create and form new opportunities to communicate and cooperate. In this paper, our aim is to discuss how mathematics teachers' informal participation in social network sites can inform the mathematics education research community.
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| 29. |
- Vennberg, Helena, 1969-
(author)
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Preschool class : one year to count!
- 2015
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In: Proceedings of the ninth conference of the Euorpean Society for research in Mathermatics education (CERME 9). - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 2045-2046
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Conference paper (peer-reviewed)abstract
- I will present results from a case study of teachers' experiences and opportunities to assess pupils' mathematical development and thereby identify pupils' mathematical difficulties during the preschoolclass year. The study is part of a development and cooperation project between NCM (National Center for Mathematics education) in Gothenburg and Umea University.
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| 30. |
- Vingsle, Lotta, 1959-
(author)
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Formative assessment : Teacher knowledge and skills to make it happen
- 2015
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In: Proceedings of the Ninth Conference of the European Society for Reseach in Mathematics Education (CERME9). - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 3172-3173
-
Conference paper (peer-reviewed)abstract
- The study investigates a teacher's use of activities, knowledge and skills when conducting formative assessment during interaction in whole-class. This formative assessment practice includes eliciting information about student learning, interpreting the responses, and modifying teaching and learning activities based on elicited information. Results show that the teacher used activities that help students to engage in common learning activities and take co-responsibility for their learning. Furthermore, while orchestrating the activities the teacher used knowledge and skills that are complex, demanding and difficult.
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