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Eckert, A. (2017). Agency as a tool in design research collaborations. In: Dooley, T Gueudet, G (Ed.), PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10): . Paper presented at 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, FEB 01-05, 2017 (pp. 3666-3673). DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION
Open this publication in new window or tab >>Agency as a tool in design research collaborations
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 3666-3673Conference paper, Published paper (Refereed)
Abstract [en]

The aim in this paper is to shed light on interactional aspects of researcher and practitioner collaboration in design research in mathematics education. Symbolic interactionism is used to gain understanding of interactional aspects as it has potential to take both individual and social aspects of the interaction into account. Aims and agencies are in focus of the retrospective analysis of the collaboration between two researchers and two practitioners as they collaborate to develop instructional design. The analysis show how referring to authoritative disciplines as the mathematics community influence agency and therefore has great potential to influence how the negotiation of meaning progress and participants acts. I argue that agency could be viewed as an indirect tool that has the potential to direct the collaboration when designing tasks based on what aim different actors put in the foreground.

Place, publisher, year, edition, pages
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION, 2017
Keywords
Collaboration, agency, interaction, design research
National Category
Mathematics
Research subject
Natural Science, Mathematics
Identifiers
urn:nbn:se:lnu:diva-83430 (URN)000467053304085 ()
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, FEB 01-05, 2017
Available from: 2019-05-27 Created: 2019-05-27 Last updated: 2019-05-27Bibliographically approved
Seidouvy, A. & Eckert, A. (2017). Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty. In: Dooley, T Gueudet, G (Ed.), PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10): . Paper presented at 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, FEB 01-05, 2017 (pp. 3740-3747). DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION
Open this publication in new window or tab >>Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 3740-3747Conference paper, Published paper (Refereed)
Abstract [en]

This study examines principles of task design concerning the concept of uncertainty in the area of statistics. A purpose is to promote and support students reasoning competency involving the aspects authority and responsibility. By using inferential role semantics as a background theory, we examine students' reasoning by means of how they show authority and responsibility for statements in the reasoning process. Statistical tasks where students generate and analyze their own data formed the basis for this pilot study conducted with seventh grade students in Sweden. The students were able to reflect on how their actions and consequences of their actions influence their reasoning with uncertainty. The study describes the findings, and presents principles to inform the design of innovative learning environments that promote authority and responsibility in reasoning in the domain of uncertainty.

Place, publisher, year, edition, pages
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION, 2017
Keywords
Design principles, uncertainty, responsibility, authority
National Category
Mathematics
Research subject
Natural Science, Mathematics
Identifiers
urn:nbn:se:lnu:diva-83431 (URN)000467053304094 ()
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, FEB 01-05, 2017
Available from: 2019-05-27 Created: 2019-05-27 Last updated: 2019-05-27Bibliographically approved
Eckert, A. & Nilsson, P. (2017). Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability. Journal of Mathematics Teacher Education, 20(1), 31-48
Open this publication in new window or tab >>Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability
2017 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 20, no 1, p. 31-48Article in journal (Refereed) Published
Abstract [en]

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Interactional teaching strategy, Teaching, Symbolic interactionism, Revoicing, Probability
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-51969 (URN)10.1007/s10857-015-9313-z (DOI)000397225200003 ()2-s2.0-84939247092 (Scopus ID)
Available from: 2016-02-11 Created: 2016-04-08 Last updated: 2018-04-04Bibliographically approved
Eckert, A. (2014). The potential of a grounded theory approach to study teaching probability. In: Makar, K., de Sousa, B., & Gould R. (Ed.), Proceedings of the NinthInternational Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA: Sustainability in statistics education. Paper presented at 9th International Conference on Teaching Statistics, ICOTS 9, 13-18 July, 2014, Flagstaff, USA. International statistical institute
Open this publication in new window or tab >>The potential of a grounded theory approach to study teaching probability
2014 (English)In: Proceedings of the NinthInternational Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA: Sustainability in statistics education / [ed] Makar, K., de Sousa, B., & Gould R., International statistical institute , 2014Conference paper, Published paper (Other academic)
Abstract [en]

An important part of teaching probability is teachers interacting with students about probability.Most of these interactions do not occur anywhere else but inside the classroom so that is where weshould research teacher knowledge for future development of teacher training and professionaldevelopment. To accomplish this I propose a research methodology founded on the theoreticalassumptions of symbolic interactionism combined with a grounded theory approach. The purposeof this paper is to outline such a research methodology that focuses on teaching as classroominteraction between teachers and students. The discussion aims to emphasize the possibilities bythis way of studying teachers’ knowledge for teaching probability and refine the methodologicalconstruct. Examples used are from lessons where two teachers work with unknown sample spacesand interact with students regarding chance, variation and the importance of sampling.

Place, publisher, year, edition, pages
International statistical institute, 2014
National Category
Other Mathematics Pedagogy
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-51961 (URN)
Conference
9th International Conference on Teaching Statistics, ICOTS 9, 13-18 July, 2014, Flagstaff, USA
Available from: 2016-04-07 Created: 2016-04-07 Last updated: 2016-04-21Bibliographically approved
Eckert, A. & Nilsson, P. (2013). Contextualizing Sampling: Teaching Challenges and Possibilities. In: Proceedings of the Eight Conference of European Research in Mathematics Education: . Paper presented at Eighth Congress of European Research in Mathematics Education (CERME), 6-10 February, 2013, Antalya. European Society for Research in Mathematics Education
Open this publication in new window or tab >>Contextualizing Sampling: Teaching Challenges and Possibilities
2013 (English)In: Proceedings of the Eight Conference of European Research in Mathematics Education, European Society for Research in Mathematics Education, 2013Conference paper, Published paper (Refereed)
Abstract [en]

The aim of the present paper is to shed light on mathematical knowledge for teaching probability. In particular we investigate critical instances when a teacher tries to keep track on the idea of sampling and random variation by allocating the discussion to an everyday context. The analysis is based on a certain episode of a longer teaching experiment. The analytical construct of contextualization was used as a means to provide structure to the qualitative analysis performed. Our analysis provides insight into the nature and role of teachers’ knowledge of content and teaching. In particular, the study suggests the idea of a meta-contextual knowledge that teachers need to develop in order to keep track of the intended object of learning when allocating their teaching to an everyday context. 

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2013
Keywords
Sampling, probability, descriptive statistics, mathematical knowledge for teaching, knowledge of content and teaching
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-24598 (URN)
Conference
Eighth Congress of European Research in Mathematics Education (CERME), 6-10 February, 2013, Antalya
Projects
Sannolikhetens och didaktikens didaktik
Available from: 2013-02-27 Created: 2013-02-27 Last updated: 2017-05-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5765-3553

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