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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: 2024-02-05Bibliographically 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
Bergström, T., Gunnarsson, G. & Olteanu, C. (2023). The importance of flow for secondary school students’ experiences in geometry. International Journal of Mathematical Education in Science and Technology, 54(6), 1067-1091
Open this publication in new window or tab >>The importance of flow for secondary school students’ experiences in geometry
2023 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 54, no 6, p. 1067-1091Article in journal (Refereed) Published
Abstract [en]

This article is intended to contribute to greater knowledge regarding the importance of flow and the time used to perform an activity, with a focus on students’ mathematical experiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow and variation theory was used in the analysis of lesson observations, submission tasks, audio recordings, logbooks, tests and nationwide tests. The results indicate that the selected mathematics problem is characterized by seven components, which serve as the basis for identifying intended critical aspects; a variation is evident in the balance between skills and challenges that is characterized by the critical aspects that the students discern; a variation is evident in the experience of flow that is dependent upon the students’ approach to their work on various activities; the students’ mathematical experiences are based, both short- and long-term, on discerned critical aspects and on the time spent on the activity that generates flow. Theoretical contributions as well as implications for teaching are presented at the end of the article.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
3D geometry, flow, skills, critical aspects, mathematical experiences, time, challenges
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-107734 (URN)10.1080/0020739X.2021.1989511 (DOI)000712730700001 ()2-s2.0-85118437579 (Scopus ID)
Available from: 2021-10-30 Created: 2021-10-30 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. (2022). Betydelsen av flow och val av uppgifter för ett lustfyllt och hållbart lärande. In: Matematikbiennalen 2022: Hållbar matematikundervisning – hållbart för eleverna, lärarna, samhället och framtiden. Paper presented at Matematikbiennalen 2022.
Open this publication in new window or tab >>Betydelsen av flow och val av uppgifter för ett lustfyllt och hållbart lärande
2022 (Swedish)In: Matematikbiennalen 2022: Hållbar matematikundervisning – hållbart för eleverna, lärarna, samhället och framtiden, 2022Conference paper, Oral presentation with published abstract (Other academic)
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-112753 (URN)
Conference
Matematikbiennalen 2022
Note

Ej belagd 220509

Available from: 2022-05-06 Created: 2022-05-06 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. (2022). Pre-service teachers’ reasoning and sense making of variables. International Education and Culture Studies, 2(4), 6-20
Open this publication in new window or tab >>Pre-service teachers’ reasoning and sense making of variables
2022 (English)In: International Education and Culture Studies, ISSN 2766-6778, Vol. 2, no 4, p. 6-20Article in journal (Refereed) Published
Abstract [en]

Researchers note that algebraic reasoning and sense making is essential for building conceptual knowledge in school mathematics. Consequently, pre-service teachers’ own reasoning and sense making are useful in fostering and developing students’ algebraic reasoning and sense making. This article explores the forms of reasoning and sense making that pre-service mathematics teachers exhibit and use in the process of analysing problem- posing tasks with a focus on first-degree equations. The research question concerns the characteristics of the problem-posing tasks used for reasoning and sense making of first- degree equations as well as the characteristics of pre-service teachers’ reasoning and sense making in problem-posing tasks. The analyses are grounded in a post-structuralist philosophical perspective and variation theory. Sixty-six pre-service primary teachers participated in the study. The results show that the characteristics of reasoning in problem- posing tasks and of pre-service teachers are selecting, exploring, reconfiguring, encoding, abstracting and connecting. The characteristics of sense making in problem-posing tasks and of pre-service teachers are recognition, relationships, profiling, comparing, laddering and verifying. Beside this, the connection between reasoning and sense making is rich in line of flight in problem-posing tasks, while the connection is rich in line of rupture for pre-service teachers.

Place, publisher, year, edition, pages
STSL Press, 2022
Keywords
first-degree equation, problem posing, reasoning, rhizomatic assemblage, sense making, variation theory
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-117095 (URN)
Available from: 2022-10-24 Created: 2022-10-24 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. (2022). Programming, mathematical reasoning and sense-making. International Journal of Mathematical Education in Science and Technology, 53(8), 2046-2064
Open this publication in new window or tab >>Programming, mathematical reasoning and sense-making
2022 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 53, no 8, p. 2046-2064Article in journal (Refereed) Published
Abstract [en]

This article explores the features of students’ reasoning and sensemaking when computer programming and mathematics interact,specifically, using the exterior angle concept to make different regular polygons with Scratch as a programming tool. At the end of the2019 spring term in a public elementary school, data were obtainedfrom a pretest, a posttest, programming tasks, surveys, audio recordings, and research field notes. Fifty-six students aged 13–14 yearsparticipated in the study. Concepts from variation theory in combination with a post-structuralist philosophical perspective were used toanalyse what features of tasks allow students to experience reasoning and sense-making and what features are discerned in students’reasoning and sense-making. The results illustrate the features oftasks as well as how connections are created during task constructionbetween different concepts from mathematics and programming topromote sense-making and reasoning. The results also indicate thatthe features discerned in students’ reasoning and sense-making consist of a flow of lines that are diverse in form and are distributedacross the task assemblage. The use of repetition as difference atthe level of idea is powerful in order to create a close connectionbetween reasoning and sense-making and to support differencesand heterogeneities.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-99589 (URN)10.1080/0020739X.2020.1858199 (DOI)000598585800001 ()2-s2.0-85106852248 (Scopus ID)2020 (Local ID)2020 (Archive number)2020 (OAI)
Available from: 2020-12-15 Created: 2020-12-15 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. & Olteanu, L. (2022). Sense making and reasoning in algebra. In: Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas (Ed.), Proceedings of the 45th Conference of the International Groupfor the Psychology of Mathematics Education: Alicante, Spain, July 18 – 23, 2022. Paper presented at 45th Conference of the International Group for the Psychology of Mathematics Education. (pp. 270). Alicante: Universidad de Alicante, 4
Open this publication in new window or tab >>Sense making and reasoning in algebra
2022 (English)In: Proceedings of the 45th Conference of the International Groupfor the Psychology of Mathematics Education: Alicante, Spain, July 18 – 23, 2022 / [ed] Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas, Alicante: Universidad de Alicante, 2022, Vol. 4, p. 270-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Researchers note that algebraic reasoning and sense making is essential for buildingconceptual knowledge in school mathematics. Consequently, pre-service teachers’own reasoning and sense making are useful in fostering and developing students’algebraic reasoning and sense making. We report here the features of pre-serviceteachers’ reasoning and sense making in algebra, specifically in the process ofanalysing problem posing, with a focus on first-degree equations. The followingresearch questions served as a guide in the analysis of data: What are the characteristicsof the problem-posing tasks used for reasoning and sense making of first-degreeequations? What are the characteristics of pre-service teachers’ reasoning and sensemaking in problem-posing tasks?This study is part of ongoing research carried out with pre-service teachers enrolled inthe abovementioned mathematics teacher education course. All the pre-serviceteachers were older than 19, from diverse socio-economic backgrounds and attendedclass for all 10 weeks of the semester, including the seven weeks in which data wascollected. Sixty-six pre-service primary teachers participated in an anonymous writtenexam and were informed about our research (characteristics, aim, confidentialityissues, etc.). The data analysis adopted a qualitative/interpretative approach, and theunit of analysis has three dimensions: reasoning, sense making and critical aspects.According to Olteanu (2020), reasoning and sense making are closely related to eachother and to these dimensions in the manner of a ‘rhizome’ (Deleuze & Guattari, 1987).Results revealed that the pre-service teachers create a rhizomatic reasoning and sensemaking that is characterized by lines of rupture. Those lines interconnect and arise fromincorrect translations of rhizomatic problem-posing task (RPPT) into mathematicalnotations and the failure to discern the difference between variables and variables asunknown numbers; i.e., between algebraic expression and equation. The characteristicsof reasoning in RPPT and of pre-service teachers are selecting, exploring,reconfiguring, encoding, abstracting, and connecting to highlight associations andrelationships between different content, and the characteristics of sense making arerecognition, relationships, profiling, comparing, laddering, and verifying.  

Place, publisher, year, edition, pages
Alicante: Universidad de Alicante, 2022
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
Keywords
first-degree equations, problem-posing, reasoning, sense making, critical aspects
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-115721 (URN)9788413021782 (ISBN)
Conference
45th Conference of the International Group for the Psychology of Mathematics Education.
Available from: 2022-08-11 Created: 2022-08-11 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. & Olteanu, L. (2022). Tasks assemblage, sense-making, and reasoning in algebra: Creating Lesson Study in Sustaining Community and Providing Quality Education. In: International Conference of the World Association of Lesson Studies, Universiti Kebangsaan, Malaysia: . Paper presented at International Conference of the World Association of Lesson Studies, Universiti Kebangsaan, Malaysia .
Open this publication in new window or tab >>Tasks assemblage, sense-making, and reasoning in algebra: Creating Lesson Study in Sustaining Community and Providing Quality Education
2022 (English)In: International Conference of the World Association of Lesson Studies, Universiti Kebangsaan, Malaysia, 2022Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Tasks assemblage, sense-making, reasoning, algebra
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-116870 (URN)
Conference
International Conference of the World Association of Lesson Studies, Universiti Kebangsaan, Malaysia 
Note

Ej belagd

Available from: 2022-10-16 Created: 2022-10-16 Last updated: 2023-10-27Bibliographically approved
Olteanu, C. & Olteanu, L. (2021). Connections promote sense-making and reasoning in algebra: A qualitative study of tasks assemblage among elementary school students.. In: Revisiting Lesson and Learning Studies: Accessibility, Quality, and Sustainability, World Association of Lesson Studies, Macau and Hong Kong: . Paper presented at Revisiting Lesson and Learning Studies: Accessibility, Quality, and Sustainability, World Association of Lesson Studies, Macau and Hong Kong, online 29 Nov.- 2 Dec 2021.
Open this publication in new window or tab >>Connections promote sense-making and reasoning in algebra: A qualitative study of tasks assemblage among elementary school students.
2021 (English)In: Revisiting Lesson and Learning Studies: Accessibility, Quality, and Sustainability, World Association of Lesson Studies, Macau and Hong Kong, 2021Conference paper, Oral presentation with published abstract (Refereed)
Keywords
algebra, reasoning; sense-making; connections; assemblage
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-108357 (URN)
Conference
Revisiting Lesson and Learning Studies: Accessibility, Quality, and Sustainability, World Association of Lesson Studies, Macau and Hong Kong, online 29 Nov.- 2 Dec 2021
Note

Ej belagd 211207

Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2023-10-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5753-444X

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