| 1. |
- Ahl, Linda, 1970-, et al.
(author)
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Professional development as a means for implementing mathematics education innovations: results from a systematic review
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 57-68
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Conference paper (peer-reviewed)abstract
- To get an overview of the characteristics of the studies in mathematics education research that explicitly state that they deal with implementation, we have conducted a systematic review. In this paper, we report on a subset of the identified studies from the review, dealing with large-scale professional development for teachers. For the subset of the 11 identified papers, we ask the question: What designs are used to support teachers to adopt new ideas in their practice and what dimensions of scaling are considered in the studies? To articulate design and dimensions of scaling, we draw on theoretical constructs from both mathematics education research and more general implementation research. Results indicate that the choice of facilitating strategy impacts the dimensions of scaling considered in the implementation.
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| 2. |
- Albarracín, Lluís, et al.
(author)
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Exploring the use of Fermi problems and the FRAT-framework with pre-service primary teachers to bring real-life contexts into classrooms
- 2021
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In: The relation between mathematics education research and teachers’ professional development. Proceedings of MADIF13. The thirteenth research seminar of the Swedish Society for Research in Mathematics Education. - Göteborg, Sweden : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402452 ; , s. 81-91
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Conference paper (peer-reviewed)abstract
- In this paper we analyse 11 pairs of pre-service primary teachers’ solutions to twoFermi problems. The solutions were expressed using the descriptive and analytic FPATframework (Fermi problem Activity Template), and our analysis focus on characterizingthe FPAT representations produced by the pre-service teachers. The results show thatalmost half of the produced FPATs in principle solved the problems but that only threesolutions provided enough detail to be practically implementable. Multiple keyconstructs were used to structure the solutions in the first problem, but not so in thesecond problem. The variation of different activities and ways of working suggested insolving the sub-problems in the two problems also differ in a significant way.
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| 3. |
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| 4. |
- Bergman Ärlebäck, Jonas, 1972-, et al.
(author)
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Developing and testing a framework for analysing, comparing and visualizing content matter in and across mathematics textbooks
- 2022
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In: The relation between mathematics education research and teachers’ professional development.. - 9789198402452 ; , s. 105-115
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Conference paper (peer-reviewed)abstract
- In this methodological paper we discuss the development and testing of a framework for analysing and visualizing the overall structure of the content and tasks in mathe-matics textbooks. The aim of the framework is to provide a lens on mathematics textbooks at the secondary level that is mathematics topic- and content-area-unbiased to facilitate an as objective as possible comparisons between both (a) different contents, topics, and tasks within a textbook; and (b) contents, topics, and tasks across different series of textbooks or within a textbook series. The paper explores the results of the framework applied to four mathematical textbook chapters visualized in terms of so-called hierarchy charts. Inter-rater coding reliability with respect to a developed coding manual, and future development and applications of the framework is also discussed.
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| 5. |
- Björklund, Camilla, 1977, et al.
(author)
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Who or how many are missing? : Toddlers experiencing numerical meaning in a game
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274. - 9789198402452 ; , s. 11-22
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Conference paper (peer-reviewed)abstract
- In this paper, we present results from an inquiry into how basic number meaning can be taught in preschool through a game. The game was designed in collaboration between preschool teachers from three preschools and researchers in accordance with both theoretical and empirically founded principles. Based on video observations of teacher and child interaction (27 toddlers, 179 video recordings) when playing the game, we elaborate on how the meaning of numbers is made possible to discern and what needs to be differentiated in order to make the meaning of numbers discernible. Results show that non-numerical features play a bridging role for using the game to teach the meaning of numbers.
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| 6. |
- Blomberg, Per, 1969-
(author)
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A comparison of two frameworks for the analysis of knowledge and skills for teaching statistics – MKT vs. RCM for PCK
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402452 ; , s. 132-132
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Conference paper (peer-reviewed)abstract
- This presentation is part of a Ph.D. project that aims to increase knowledgeabout how to support the development of teacher students’ pedagogical contentknowledge (PCK) for teaching statistical inference. Dealing with the existingdiversity of theoretical approaches is a well-known challenge for the researchcommunity. The focus of this short presentation is to compare two reputable frameworks: Mathematical knowledge for teaching (MKT) and Refinedconsensus model (RCM) for pedagogical content knowledge. This comparisonwill highlight their contributions, merits, shortcomings, and possible connections to evaluate and guide an ongoing teaching and learning design in teachereducation for primary school.
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| 7. |
- Bråting, Kajsa, Docent, 1975-, et al.
(author)
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Exemplifying different methodological approaches of analysing textbooks in mathematics
- 2022
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In: The relation between mathematics education research and teachers' professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 1651-3274. - 9789198402452 ; 16, s. 125-129, s. 125-129
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Conference paper (peer-reviewed)abstract
- In this symposium, we will discuss different ways of analysing mathematics textbooks from a methodological point of view. The discussion will be based on examples from five separate ongoing analyses of Swedish textbooks divided into two methodological approaches; one where analysis is conducted within an established theoretical framework, and one where analytical tools are constructed through combining aspects of different theories. The symposium will be held at the conference MADIF-13.
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| 8. |
- Dyrvold, Anneli, 1970-, et al.
(author)
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Using heat maps from eye tracking in stimulated recall interviews
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - 9789198402452 ; , s. 133-133
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Conference paper (other academic/artistic)abstract
- This presentation discusses students’ interpretations of heat maps from eye tracking. Heat maps are often referred to as ‘just’ eye candy because of their appealing nature and the somewhat ‘hidden’ data. Undoubtedly, there is valuable information in these visualisations and if attention is paid when conclusions are drawn, the data is a useful complement to quantitative measures. We explore pros and cons when using heat maps in stimulated recall interviews and contrast this method to stimulated recall using videos or the use of think aloud protocols. A conclusion is that the heat map can attract attention to what actually happened and thereby evoke valuable references to thought processes, but at the same time it may draw attention to actions instead of to reasoning and thoughts because the image represents the reader’s activity (“I looked at…”).
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| 9. |
- Eriksson, Inger, 1952-, et al.
(author)
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Challenges when implementing the Elkonin-Davydov curriculum in mathematics
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). ; , s. 121-124, s. 121-124
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Conference paper (peer-reviewed)abstract
- Teachers interested in developing students’ possibilities to take part in joint discussions in problem-solving often have to deal with challenges regarding norms in the mathematics classrooms. Dominating classroom norms is a factor in mathematics teaching, be it of social or sociomathematical type. Here we address challenges in relation to norms experienced when attempting to create possibilities for mathematics learning, starting at a general and algebraical point rather than a specific and arithmetical one. We draw on two projects that explored the Elkonin-Davydov curriculum in Swedish classrooms. The results indicate that norms, of different kinds, are impedimental in different ways, when performing a theoretical work in mathematics teaching.
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| 10. |
- Fahlström, Magnus, 1971-
(author)
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Mathematics teachers and the role of physical environment
- 2022
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In: The relation between mathematics education research and teachers’ professional development. - Göteborg. - 9789198402452 ; , s. 45-55
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Conference paper (peer-reviewed)abstract
- The physical environment (PE) affects the teaching and learning in school. Research is conclusive that different characteristics of PE can be enabling or hindering learningactivities. Still, we need to know more about the role of PE in mathematics education to utilize what a good PE can offer and to avoid the hindering situations. The aim of this study is to characterize the different roles PE play in relation to the teacher, the student, the learning content, and their interactions. For this, mathematics teachers’ stories about their experiences of PE in teaching are analysed. The results show that teachers often try to prevent disturbances or distractions from insufficiencies in PE. The results also suggest that aspects of classroom PE, such as classroom layout, sustain classroom norms whereas other elements in PE can be an aid in breaking norms.
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