| 1. |
- Juter, Kristina, et al.
(author)
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The space between pre-service primary teachers’ first year status and their goals
- 2018
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In: Perspectives on professional development of mathematics teachers. ; , s. 222-223
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Book chapter (pop. science, debate, etc.)abstract
- Students’ mathematics teacher identity is formed in various settings. A study with 45 pre-service students in their first year of education was conducted as part of alongitudinal study of year 4-6 mathematics teachers’ identity formation, to study the development during their education in terms of mathematical knowledge, pupils’ learning and the teacher role. Questionnaires and interviews were used to collect data. The result shows that many students were reluctant to use mathematics and had conceptions that may mislead pupils. The students’ learning focus was less on pupils’ learning than mathematics and teacher role, but theirideal teacher focused on pupils’ learning.
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| 2. |
- Olande, Oduor
(author)
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A case study on pre-service teacher students' interaction with graphical artefacts
- 2014
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In: REDIMAT - Journal of Research in Mathematics Education. - 2014-3621. ; 3:1, s. 73-102
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Journal article (peer-reviewed)abstract
- This study reports from a pre-service teacher’s online learning and assessment activity on determining variability of two graphical artefacts. Using a critical-analytical perspective to data, the present study indicate that the prospective teachers surveyed showed awareness of relevant subject specific operators and methods however, these seem not be well coordinated and were submerged in forms of expressions characterized by intuitive methods and everyday language. Significantly the prospective teachers seemed to substitute statistical and mathematical methods with explanatory metaphors which while providing room for deeper subject specific engagement were however, only used superficially. Their reliance on everyday forms of expression and visual perception is perceive as a factor that might have hampered their effective choice and application of relevant subject specific tools and forms of expression. This observation puts to task the role of informal methods in statistics education.
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| 3. |
- Olande, Oduor
(author)
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Analysing students' graphicacy from a National Test
- 2017
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In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017). - Dublin, Ireland : European Society for Research in Mathematics Education. - 9781873769737 ; , s. 3564-3571
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Conference paper (peer-reviewed)abstract
- The present study explores a task containing graphical artefacts from the Swedish national test (Nationella provet – NP) for a sub-sample of grade 9 students’ solutions. The sub-sample comprising of 115 students’ solutions to the task is closely analysed, using an analytical construct founded on “identification” as well as the “critical-analytical” approach to problem solving. Based on this construct it is observed that a sizable number of students’ solutions follow a visual strategy with strong reliance on everyday forms of expression. Given the nature and purpose of NP we posit that students use the methods and tools that reflect general school practice. The analysis used in this study is perceived as problematising the assessment of competency from high stake tests, and the educational setting in general.
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| 4. |
- Olande, Oduor
(author)
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Discourse in a graphical milieu
- 2010
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In: Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education. - Brazil : PME. ; , s. 78-78
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Conference paper (peer-reviewed)abstract
- This paper reports findings from study on students discourse in a graphical milieu from PISA 2003. This was a follow up to analysis of some items containing graphics done for 8 countries where it was found that response rate for questions requiring explanatory communication was relatively low for a paper and pen environment as well as in an environment allowing collaboration and cooperation among students.
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| 5. |
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| 6. |
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| 7. |
- Olande, Oduor, 1972-, et al.
(author)
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Exploring undergraduate thesis manuscript assessment feedback
- 2023
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In: The Curriculum Journal. - : John Wiley & Sons. - 0958-5176 .- 1469-3704. ; 34:3, s. 437-456
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Journal article (peer-reviewed)abstract
- The present case study explores the assessment practice of two examiners from different academic backgrounds on an undergraduate thesis work in mathematics education. Reflection notes and feedback from two instances of a thesis-writing process are interrogated using a framework based on a semiotics perspective to meaning-making. It is shown that the examiners utilize aspects that are ‘immediate and non-contested’ to successively make accessible that which is ‘withdrawn yet to be revealed.’ In this process, varied interventional approaches are observed to support desirable aspects of teacher professional knowledge including critical-analytical disposition. The study also highlights knowledge integration for teaching, scientific disposition, collaboration, and knowledge transformation as some of the desirable aspects of teacher professional knowledge. The findings indicate that knowledge integration and transformation remain an issue of concern for pre-service teachers. This raises the question of how desirable traits for a teacher-as-a researcher can be promoted within the context of thesis work.
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| 8. |
- Olande, Oduor
(author)
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Graphicacy as a didaktik design tool
- 2009
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In: PROCEEDINGS of the 33rd Group for the Psychology of Mathematics Education. - 9789602436523 ; , s. 436-436
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Conference paper (peer-reviewed)
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| 9. |
- Olande, Oduor, 1972-
(author)
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Graphicacy as a didaktk design tool
- 2009
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In: PROCEEDINGS of the 33rd Group for the Psychology of Mathematics Education. - 9789602436523 ; , s. 436-436
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Conference paper (peer-reviewed)
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| 10. |
- Olande, Oduor
(author)
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Graphical artefacts : Taxonomy of students' response to test items
- 2014
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In: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 85:1, s. 53-74
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Journal article (peer-reviewed)abstract
- The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.
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| 11. |
- Olande, Oduor, et al.
(author)
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Horizontal and vertical mathematisation in inquiry based pedagogy
- 2021
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Conference paper (other academic/artistic)abstract
- IBP (Inquiry Based Pedagogy) is a growing trend and is “…defined loosely as a way of teaching in which students are invited to work in ways similar to how mathematicians and scientists work.” (Artigue and Blomhøj, 2013, p.797), which means that the learner engages in a process of self-reflection and discovery. IBP open for a plethora of possible research issues and we illustrate this with our work with formulating and using the following task in IBP and analysing the outcome.The village association has decided to build a common well somewhere along the street in the village (see figure), where all households can go and fetch water. Your task is to suggest a rule for where to dig the well. It should be of mathematical nature and the villagers should find it fair. When formulating a task for IBP, we first needed to consult cognitive research on concept formation in statistics education. We also considered the students’ prerequisites needed for IBP to work (Kirschner, Sweller, & Clark, 2006). In next phase, we used didactical engineering for refining the problem formulation and the lesson arrangement. While exploring the collected classroom data during one of the first iterations of refinement, we identified several aspects of research interest in students’ group work. We felt that besides describing this process in terms of Pólya’s cognitive phases of problem solving in Schoenfeld’s timeline protocol and the social co-operation following socio-mathematical norms, another unexplored option is to describe the students’ work process in terms Treffer’s horizontal and vertical mathematisation. Namely, that one student group seemed to work only mechanically while others also in a structural vein created what for them was new mathematics and regarded the realistic aspects of the problem. In particular, we saw that the working process in the latter groups shifted between realistic, structural and mechanical phases (and an intermittent idle phase) in a way that we think deserves a closer analysis on how these phases are distributed in time throughout the students’ group work. ReferencesArtigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45(6), 797–810. doi:https://doi.org/10.1007/s11858-013-0506-6 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
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| 12. |
- Olande, Oduor
(author)
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Making sense of a "misleading" graph
- 2013
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In: Nordisk matematikkdidaktikk. - 1104-2176. ; 18:1, s. 5-30
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Journal article (peer-reviewed)abstract
- Given the importance of a critical-analytical disposition in the case of graphical artefacts, this paper explores graphicacy based on students’ answers to an item from PISA survey test. Primarily, results from the written test were analyzed using PISA’s doubledigit rubrics or coding. In evaluating these categories, it is observed that just a small percentage of students are able to produce answers that reflect a critical-analytical approach with respect to the use of statistical/mathematical operators and forms of expressions. Secondly, video observation shows that students tend to employ what is perceived as an ”identification approach” while discussing the task. Whereas elements of mathematical and statistical ideas can be identified in the students’ discussion, these are not explicitly stated and are largely submerged in everyday concerns and forms of expression.
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| 13. |
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| 14. |
- Olande, Oduor
(author)
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Students' narratives from graphical artefacts : Exploring the use of mathematics tools and forms of expression in students' graphicacy
- 2013
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Doctoral thesis (other academic/artistic)abstract
- The research concerns presented in this dissertation addresses aspects of students’ interaction with commonly occurring graphical artefacts in teaching and learning environments. In particular, focus is on how the students make sense of these artefacts in relation to subject specific tools and forms of expression.The dissertation comprises of four studies guided by a semiotics cultural- historical perspective to cognition. The first study which is largely quantitative, analyses the percentage scores from students’ responses to selected items from OECD PISA surveys for items containing graphical elements. The second and the third studies in keeping with a more sociocultural perspective to learning as point of departure, examine the students’ collaborative interaction around tasks containing graphical elements. The fourth study explores the nature of students’ solutions from the Swedish national test in mathematics based on a tools and forms of expression sensitive empirically derived construct of Identification contra Critical-analytical approach to graphicacy.The main outcomes of these studies can be summarised as follows: first there is justification for re-examining the predominant characterisation of students’ interaction with graphical artefacts. Secondly, while it is not uncommon for students to take a more visual-perceptive and intuitive approach to graphicacy, results from task items interactions indicate that a Critical-analytical approach seems to be more reliable and capable of yielding desirable outcomes. The outcomes of these studies call for vigilance on the type of tasks used in relation to graphicacy and how these can be used to foster students’ Critical-analytical disposition.
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