| 1. |
- Al-Murani, Thabit, et al.
(författare)
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Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England
- 2019
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Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 21:1, s. 6-24
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Tidskriftsartikel (refereegranskat)abstract
- We demonstrate the power of Variation Theory as an analytical tool used to understand the underlying conceptual structure of mathematics lessons taught by English primary school teachers. We study excerpts of three lessons that are posted on a professional website. We show how lesson analysis using variation allows us to focus on what is made available to be learnt in the lesson excerpts. We identify some differences in their use of dimensions of variation and the associated ranges of change and discuss how suitable patterns of variation and invariance might differ according to the nature of the learning focus. We reflect on the value of our analytical approach.
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| 2. |
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| 3. |
- Bagger, Anette, 1974-, et al.
(författare)
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Care for the learning of mathematics : put to the test
- 2024
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Ingår i: Research in Mathematics Education. - 1479-4802 .- 1754-0178. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a study of mandatory assessment in mathematics for preschool-class children (aged six) and teachers’ opportunities to advocate Care for the learning of mathematics. Care for learners and Care for mathematics intersected in the teachers’ Grouping of students and their ability to Know the student. These play out as teachers promote availability and justice to students, and as teachers strive to make students’ knowledge visible, promote accuracy and gain legitimacy. It is concluded that teachers’ opportunities to advocate care for the learning of mathematics needs to be present also in the administration of assessment and to be put in the context of the school’s culture and student population, for teachers to be able to promote fair assessment for each student.
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| 4. |
- Biza, I., et al.
(författare)
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Communities in university mathematics
- 2014
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Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 16:2, s. 161-176
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Tidskriftsartikel (refereegranskat)abstract
- This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research.
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| 5. |
- Biza, Irene, et al.
(författare)
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Communities in university mathematics
- 2014
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Ingår i: Research in Mathematics Education. - 1479-4802 .- 1754-0178. ; 16:2, s. 161-176
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Tidskriftsartikel (refereegranskat)
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| 6. |
- Black, Laura, et al.
(författare)
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Editorial
- 2018
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Ingår i: Research in Mathematics Education. - : Informa UK Limited. - 1479-4802 .- 1754-0178. ; 20:2, s. 105-109
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Chronaki, Anna
(författare)
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Becoming citizen subject in the body politic : antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education
- 2023
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Ingår i: Research in Mathematics Education. - : Routledge. - 1479-4802 .- 1754-0178. ; , s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Mathematics education in the body politic is commonly argued as important for citizenship, the citizen and the subject but, often, the concepts remain unexamined. Based on etienne Balibar's political philosophy, the "becoming citizen subject" is traced in antiquity, modernity and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. The article argues that prevailing images of the becoming "competent", "insurgent" and "creative" citizen subject are haunted in antinomies with missing human and nonhuman others acting at the margins of history and determining the political of mathematics education.
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| 8. |
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| 9. |
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| 10. |
- Dyrvold, Anneli, 1970-
(författare)
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Relations between various semiotic resources in mathematics tasks : a source of students’ difficulties
- 2020
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Ingår i: Research in Mathematics Education. - : Routledge. - 1479-4802 .- 1754-0178. ; 22:3, s. 265-283
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Tidskriftsartikel (refereegranskat)abstract
- Tackling mathematics tasks often involves reading and interpreting different semiotic resources such as natural language (words), mathematical notation, and images. This study aims to enhance knowledge of how meaning relations, in the form of “cohesive ties” between and within different semiotic resources, are related to how difficult it is to read and solve mathematics tasks. Using 133 tasks from PISA mathematics tests and 354 tasks from the annual Swedish National Test in mathematics, statistical analyses found relations between the presence of different types of cohesive ties and measures of how difficult the tasks were to read and solve. The results reveal a difficulty aspect related to the extent to which a task has cohesive ties, of any kind, and that non-mathematics-specific reading demand is not part of this difficulty aspect. An implication is that mathematics teaching should also focus on the identification of cohesive relations in the text of tasks.
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