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Publications (10 of 156) Show all publications
Olteanu, C. (2024). Alternativa metoder för skriftliga algoritmer i grundskolan. In: Presented at Matematikbiennalen 21-22 mars, 2024, Örebro: . Paper presented at Matematikbiennalen 21-22 mars, 2024, Örebro.
Open this publication in new window or tab >>Alternativa metoder för skriftliga algoritmer i grundskolan
2024 (Swedish)In: Presented at Matematikbiennalen 21-22 mars, 2024, Örebro, 2024Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-129222 (URN)
Conference
Matematikbiennalen 21-22 mars, 2024, Örebro
Available from: 2024-05-08 Created: 2024-05-08 Last updated: 2024-05-30Bibliographically approved
Olteanu, C. & Olteanu, L. (2024). Explore critical aspects and mathematical communication in algebra. In: The 15th International Congress on Mathematics Education (ICME-15), Sydney, Australia, 7-14 July, 2024: . Paper presented at The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.. International Congress on Mathematical Education (ICME)
Open this publication in new window or tab >>Explore critical aspects and mathematical communication in algebra
2024 (English)In: The 15th International Congress on Mathematics Education (ICME-15), Sydney, Australia, 7-14 July, 2024, International Congress on Mathematical Education (ICME) , 2024Conference paper, Published paper (Refereed)
Abstract [en]

While the concept of function has been extensively studied by researchers worldwide, there has been limited research conducted on this topic in Sweden. This paper aims to fill this gap by examining the significance of critical aspects and their impact on mathematical communication. The study analyzes the content presented to students regarding the concept of function, both in the classroom and through textbooks, and compares it to the actual learning outcomes. Data for the analysis was collected from two classes, involving two teachers and 45 students, including video recordings of lessons and tests. The analytical framework incorporates concepts from variation theory. The findings highlight that effective communication in the classroom hinges on considering critical aspects as the foundation of students’ learning. In this study, the argument of functions is identified as a crucial aspect in understanding functions.

Place, publisher, year, edition, pages
International Congress on Mathematical Education (ICME), 2024
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-131858 (URN)
Conference
The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.
Available from: 2024-08-15 Created: 2024-08-15 Last updated: 2024-09-03Bibliographically approved
Olteanu, C. & Jonsson, M. (2024). Exploring algebraic task dynamics, pre-service teachers’ reasoning and sense-making. In: Tanya Evans, Ofer Marmur, Jodie Hunte, Generosa Leach and Jyoti Jhagroo (Ed.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, 7 -21 July, 2024: . Paper presented at Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, 7 -21 July, 2024 (pp. 157-157). , 1
Open this publication in new window or tab >>Exploring algebraic task dynamics, pre-service teachers’ reasoning and sense-making
2024 (English)In: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, 7 -21 July, 2024 / [ed] Tanya Evans, Ofer Marmur, Jodie Hunte, Generosa Leach and Jyoti Jhagroo, 2024, Vol. 1, p. 1p. 157-157Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Researchers highlight the critical role of algebraic reasoning and sense-making in developing students’ conceptual understanding of mathematics. Consequently understanding and developing pre-service teachers’ own reasoning and sense-making abilities are essential for developing students’ algebraic skills. In this presentation, we present the results of a study in which we explore pre-service teachers’ reasoning and sense-making in algebra across two distinct types of tasks: problem-solving concerning growing patterns and problem-posing tasks involving first-degree equations. The research question guiding the analysis is: Which opportunities do different tasks provide for pre-service teachers’ reasoning and sense-making, and how do pre-service teachers utilize these opportunities in their reasoning and sense-making? The studyinvolved 79 pre-service primary teachers taking a mandatory written exam as part of amathematics teacher education course. The analysis applied a qualitative/interpretative methodology, utilizing variation theory and assemblage theory as analytical frameworks (Deleuze & Guattari, 1987; Marton, 2015; Olteanu, 2022). Key analytical tools - lines of flight, segmentarity, and rupture - inform diverse connections. The study results indicate that problem-solving and problem-posing tasks offer dynamic opportunities for connecting reasoning and sense-making among pre-service teachers. This connection is characterized by essential actions in reasoning like selecting, exploring, abstracting, encoding, and connecting information, while sense-making involves recognition, relationship identification, comparison, explanation, and verification. Pre-service teachers utilize these opportunities through the interplay of lines of flight, which provide new ways for reasoning and sense-making that enable the distinction of critical aspects. While pre-service teachers connect reasoning andsense-making by segmentarity and rupture in problem-solving tasks, they do this by employing segmentarity in problem-posing tasks. Segmentarity restricts changes i npre-service teachers’ reasoning and sense-making, thus limiting the distinction of critical aspects, while rupture leads to transformation or introduces new opportunities for distinguishing critical aspects.

Publisher
p. 1
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-131545 (URN)
Conference
Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, 7 -21 July, 2024
Note

Felaktigt ISBN i publikationen: 978-1-0670278-1

Available from: 2024-07-28 Created: 2024-07-28 Last updated: 2024-10-22Bibliographically approved
Olteanu, C. & Olteanu, L. (2024). Exploring critical aspects and mathematical communication in algebra. In: Presented at The 15th International Congress on Mathematical Education (ICME-15): . Paper presented at The 15th International Congress on Mathematical Education (ICME-15).
Open this publication in new window or tab >>Exploring critical aspects and mathematical communication in algebra
2024 (English)In: Presented at The 15th International Congress on Mathematical Education (ICME-15), 2024, , p. 4Conference paper, Published paper (Other academic)
Publisher
p. 4
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-131548 (URN)
Conference
The 15th International Congress on Mathematical Education (ICME-15)
Note

Ej belagd 240905

Available from: 2024-07-28 Created: 2024-07-28 Last updated: 2024-09-05Bibliographically approved
Olteanu, C. & Olteanu, L. (2024). Pre-service teachers’ reasoning and sense making of algebra. In: The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia, 7 - 14 July, 2024: . Paper presented at The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia, 7 - 14 July, 2024. International Congress on Mathematical Education (ICME)
Open this publication in new window or tab >>Pre-service teachers’ reasoning and sense making of algebra
2024 (English)In: The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia, 7 - 14 July, 2024, International Congress on Mathematical Education (ICME) , 2024Conference paper, Published paper (Refereed)
Abstract [en]

In this study, we aimed to present the features of pre-service teachers’ reasoning and sense making in the process of exploring growing patterns tasks. Participants were 79 preservice primary teachers in Sweden. The analysis was grounded in the concept of critical aspects from variation theory and the concepts of assemblage, lines of flight, segmentarity, and rupture from a post-structuralist philosophical perspective. Results indicate that the concepts of assemblage, line of flight, rupture, and segmentarity can be useful tools for analyzing analysing reasoning and sense making in mathematics. The results also show that in mathematics, the line of flight can be seen in moments of creativity and innovation. Furthermore, the results show that rupture can be seen in the connection of concepts or ideas that challenge established mathematical structures and ways of thinking. Further, the results shows that segmentarity creates disciplinary boundaries and inhibits reasoning and sense making. Therefore, it is important to recognize and break down these boundaries to facilitate more creative and innovative reasoning and sense making in mathematics

Place, publisher, year, edition, pages
International Congress on Mathematical Education (ICME), 2024
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-131859 (URN)
Conference
The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia, 7 - 14 July, 2024
Available from: 2024-08-15 Created: 2024-08-15 Last updated: 2024-09-03Bibliographically approved
Karlsson, N. & Olteanu, C. (2024). Transformative teaching: enhancing educators and practices through task-oriented learning. In: Tanya Evans, Ofer Marmur, Jodie Hunter, Generosa Leach and Jyoti Jhagroo (Ed.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand: . Paper presented at Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, July 17-21, 2024 (pp. 159-159). Auckland, 1
Open this publication in new window or tab >>Transformative teaching: enhancing educators and practices through task-oriented learning
2024 (English)In: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand / [ed] Tanya Evans, Ofer Marmur, Jodie Hunter, Generosa Leach and Jyoti Jhagroo, Auckland, 2024, Vol. 1, p. 1p. 159-159Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent decades, approaches have evolved to define the subject matter knowledge essential for teaching, based on Shulman’s framework (1986) and additional insights provided by Ball et al. (2005). At the same time, scholarly researchers agree that teachers’ subject matter knowledge has a strong impact on the quality of instruction, something that plays a central role in the students’ subsequent ability to learn mathematical concepts and acquire mathematical skills (Adler & Ronda, 2015). In line with this, it is relevant to extend research and further investigate by addressing the question of teaching that is linked clearly to students’ solid and deep learning of mathematics, both by theoretical and empirical studies. This presentation introduces analytical findings from our research that examined a transformative teaching approach as an extension of teachers’ reflective practice with the starting point being different learning processes in the theoretical context of transformative pedagogy (TP) and transformative learning (TL) (Mezirow, 2003). The TP and TL theoretical framework proposed in this study prompts discussions on the structural aspects of task-oriented teaching, offering a conceptually grounded model for transformative instruction (TI).The focus in the TI- model is on various types of task-oriented learning, encompassing instrumental, dialogic, and self-reflective learning and conceptual overlap from prior knowledge to profound knowledge of mathematical concepts. The analytical result is also illustrated in the analytical application of the TI model by a practical example involving the conceptual overlap in students’ learning, from rational numbers to rational equations. The evaluation of these analytical findings will be improved by empirical implementation related to transformative teaching and the students learning specific-algebra concepts.

Place, publisher, year, edition, pages
Auckland: , 2024. p. 1
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-131856 (URN)
Conference
Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. Auckland, New Zealand, July 17-21, 2024
Note

Felaktigt ISBN i publikationen: 978-1-0670278-1

Available from: 2024-08-15 Created: 2024-08-15 Last updated: 2024-09-04Bibliographically approved
Olteanu, C. (2024). Understand students’ Algebraic Reasoning and Sense-Making. In: 7th World Conference on Research in Education, Italy, Milan, 23-25 February 2024: . Paper presented at 7th World Conference on Research in Education, Italy, Milan, 23-25 February 2024.
Open this publication in new window or tab >>Understand students’ Algebraic Reasoning and Sense-Making
2024 (English)In: 7th World Conference on Research in Education, Italy, Milan, 23-25 February 2024, 2024Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-128010 (URN)
Conference
7th World Conference on Research in Education, Italy, Milan, 23-25 February 2024
Note

Ej belagd 240905

Keynote speaker

Available from: 2024-02-25 Created: 2024-02-25 Last updated: 2024-09-05Bibliographically approved
Olteanu, C. (2023). Förstagradsekvationer - lärarstudenter resonemang och meningsskapande.
Open this publication in new window or tab >>Förstagradsekvationer - lärarstudenter resonemang och meningsskapande
2023 (Swedish)Other (Other academic)
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126138 (URN)
Available from: 2023-12-28 Created: 2023-12-28 Last updated: 2024-01-11Bibliographically approved
Berggren, E., Perez, M., Olteanu, C. & Sollervall, H. (2023). Praxeologies-in-action during struggle with problem-solving. In: Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi and Eszter Kónya (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): . Paper presented at Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), 10-14 July, 2023, Budapest (pp. 2267-2274). ERME
Open this publication in new window or tab >>Praxeologies-in-action during struggle with problem-solving
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) / [ed] Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi and Eszter Kónya, ERME , 2023, , p. 8p. 2267-2274Conference paper, Published paper (Refereed)
Abstract [en]

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

Place, publisher, year, edition, pages
ERME, 2023. p. 8
Keywords
Productive struggle, praxeologies, problem-solving, derivative.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-127454 (URN)9789637031045 (ISBN)
Conference
Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), 10-14 July, 2023, Budapest
Available from: 2024-02-02 Created: 2024-02-02 Last updated: 2024-09-05Bibliographically approved
Olteanu, C. & Olteanu, L. (2023). Pre-Service Teachers’ Reasoning and Sense-Making of Growing Patterns. In: Proceedings of The 6th World Conference on Research in Education, 2023: . Paper presented at The 6th World Conference on Research in Education, June 9-11, Nice, France.. Diamond Scientific Publishing
Open this publication in new window or tab >>Pre-Service Teachers’ Reasoning and Sense-Making of Growing Patterns
2023 (English)In: Proceedings of The 6th World Conference on Research in Education, 2023, Diamond Scientific Publishing , 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this study, we aimed to present the features of pre-service teachers’ reasoning and sense making in the process of exploring growing patterns tasks. Participants were 79 pre-service primary teachers in Sweden. The analysis was grounded in the concept of critical aspects from variation theory and the concepts of assemblage, lines of flight, segmentarity, and rupture from a post-structuralist philosophical perspective. Results indicate that the concepts of assemblage, line of flight, rupture, and segmentarity can be useful tools for analyzing analysing reasoning and sense making in mathematics. The results also show that in mathematics, the line of flight can be seen in moments of creativity and innovation. Furthermore, the results show that rupture can be seen in the connection of concepts or ideas that challenge established mathematical structures and ways of thinking. Further, the results shows that segmentarity creates disciplinary boundaries and inhibits reasoning and sense making. Therefore, it is important to recognize and break down these boundaries to facilitate more creative and innovative reasoning and sense making in mathematics.

Place, publisher, year, edition, pages
Diamond Scientific Publishing, 2023
Keywords
reasoning, sense making, growing pattern, assemblage, variation theory, difference, repetition
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-123672 (URN)9786094854224 (ISBN)
Conference
The 6th World Conference on Research in Education, June 9-11, Nice, France.
Available from: 2023-08-13 Created: 2023-08-13 Last updated: 2023-10-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5753-444X

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