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Stadler, Erika
Publications (10 of 14) Show all publications
Peng, A., Sollervall, H., Stadler, E., Shang, Y. & Ma, L. (2015). Swedish and Chinese teachers' views on what constitutes a good mathematical test task: A pilot study. In: Proceedings of CERME 9: . Paper presented at 9th Congress of European Research in Mathematics Education, (CERME 9), 4-8 February, 2015, Prague, Czech Republic (pp. 1738-1744). European Society for Research in Mathematics Education
Open this publication in new window or tab >>Swedish and Chinese teachers' views on what constitutes a good mathematical test task: A pilot study
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2015 (English)In: Proceedings of CERME 9, European Society for Research in Mathematics Education, 2015, p. 1738-1744Conference paper, Published paper (Refereed)
Abstract [en]

Mathematical tasks in tests are central to students’ learning.Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests.In this pilot study we examineeighteenSwedish and Chinese teachers’ viewsonwhat constitutes of a good mathematicaltesttaskat thelowersecondary school level. E-Mail Interviewing is conducted by presenting sevenmathematical tasks from national tests inSweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common viewsonthecharacteristics of good mathematical test tasks, but they also show different viewson the cognitively demanding tasks. Implications of the results and the methodology informed by the pilot study are discussed.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2015
National Category
Other Mathematics
Identifiers
urn:nbn:se:lnu:diva-50193 (URN)
Conference
9th Congress of European Research in Mathematics Education, (CERME 9), 4-8 February, 2015, Prague, Czech Republic
Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2017-05-02Bibliographically approved
Sollervall, H. & Stadler, E. (2015). Validating affordances as an instrument for design and a priori analysis of didactical situations in mathematics. International Journal for Mathematics Teaching and Learning, Article ID April 16th.
Open this publication in new window or tab >>Validating affordances as an instrument for design and a priori analysis of didactical situations in mathematics
2015 (English)In: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, article id April 16thArticle in journal (Refereed) Published
Abstract [en]

The aim of the presented case study is to investigate how coherent analytical instruments may guide the a priori and a posteriori analyses of a didactical situation. In the a priori analysis we draw on the notion of affordances, as artefact-mediated opportunities for action, to construct hypothetical trajectories of goal-oriented actions that have not yet been initiated by an actor. These hypothetical action trajectories guide the design of a didactical situation, involving trigonometry in triangles and on the unit circle, for the specific purpose of illuminating how students in Swedish upper secondary school handle conceptually challenging tasks without making use of calculators. The a posteriori analysis puts corresponding focus on the actions that students have actually engaged in with respect to the available artefacts. We conclude that affordances, when embedded in the presented methodological framework, may be considered as a scientifically valid instrument for designing and evaluating didactical situations in mathematics.

National Category
Other Mathematics Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-19263 (URN)
Available from: 2012-06-01 Created: 2012-06-01 Last updated: 2018-09-18Bibliographically approved
Bråting, K., Sollervall, H. & Stadler, E. (2013). Geometri för lärare (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Geometri för lärare
2013 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2013. p. 148 Edition: 1
National Category
Other Mathematics
Identifiers
urn:nbn:se:lnu:diva-23206 (URN)9789144083902 (ISBN)
Available from: 2012-12-22 Created: 2012-12-22 Last updated: 2019-01-28Bibliographically approved
Sollervall, H. & Stadler, E. (2012). Instruments for improving teachers' use of artefacts for the learning of mathematics. Paper presented at The 12th International Congress on Mathematical Education, July 8-15, 2012, Seoul, Korea.
Open this publication in new window or tab >>Instruments for improving teachers' use of artefacts for the learning of mathematics
2012 (English)Conference paper, Published paper (Refereed)
National Category
Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-19261 (URN)
Conference
The 12th International Congress on Mathematical Education, July 8-15, 2012, Seoul, Korea
Available from: 2012-06-01 Created: 2012-06-01 Last updated: 2013-02-21Bibliographically approved
Stadler, E., Bengmark, S., Thunberg, H. & Winberg, M. (2012). Novice mathematics students at university: Experiences, orientations and expectations. In: Proceedings of MADIF 8: The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012. Paper presented at The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012.
Open this publication in new window or tab >>Novice mathematics students at university: Experiences, orientations and expectations
2012 (English)In: Proceedings of MADIF 8: The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012, 2012Conference paper, Oral presentation only (Refereed)
Abstract [en]

In this paper, we report on an on-going study of novice university students in mathematics and the secondary-tertiary transition. A total of 146 novice mathematics students from three Swedish universities were given a questionnaire in the beginning of the semester. The aim was to characterize them as learners of mathematics. The results were summarized with descriptive statistics and Principal Component Analysis (PCA) was used to look for correlations. The results show that the teacher and the textbook play a crucial role in their learning of mathematics. Further more, the students can be characterized as either individual or interactive learners, which relates to students’ grades.

Keywords
novice university students quantitative mathematics transition, nybörjarstudenter universitetet högskolan matematik stadieövergång kvantitativ
National Category
Didactics
Identifiers
urn:nbn:se:lnu:diva-22392 (URN)
Conference
The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012
Available from: 2012-11-09 Created: 2012-11-09 Last updated: 2013-02-21Bibliographically approved
Stadler, E. (2011). An empirically based model of the secondary-tertiary transition in mathematics. In: Guðný Helga Gunnarsdóttir (eds.) (Ed.), Proceedings of Norma 11.: The Sixth Conference on Mathematics Education. Paper presented at Norma 11. The Sixth Conference on Mathematics Education in Reykjaviík, May 11.-14. 2011.. Reykjavik: University of Iceland Press
Open this publication in new window or tab >>An empirically based model of the secondary-tertiary transition in mathematics
2011 (English)In: Proceedings of Norma 11.: The Sixth Conference on Mathematics Education / [ed] Guðný Helga Gunnarsdóttir (eds.), Reykjavik: University of Iceland Press, 2011Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a study about the secondary-tertiary transition in mathematics from a student perspective. Using an empirically grounded definition of the transition as a point of departure, Schoenfeld’s methodological scheme for empirical research was employed and data were analysed with methods inspired by grounded theory. Three relationally defined categories describing students’ learning were generated; mathematical learning objects, mathematical resources and students’ actions as learners. The transition can be understood and described in terms of inter-relational changes between these categories. 

Place, publisher, year, edition, pages
Reykjavik: University of Iceland Press, 2011
Keywords
transition, secondary level, university, methodological scheme
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-22395 (URN)978-9979-54-965-9 (ISBN)
Conference
Norma 11. The Sixth Conference on Mathematics Education in Reykjaviík, May 11.-14. 2011.
Available from: 2012-11-09 Created: 2012-11-09 Last updated: 2014-03-24Bibliographically approved
Stadler, E. (2011). On the relationship between a novice teacher’s mathematical knowedge and teaching actions.. In: T. Dooley, D.Corcoran, M. Ryan (Ed.), Proceedings Fourth Conference on Research in Mathematics Education: MEI 4 Mathematics Teaching Matters. Paper presented at Fourth Conference on Research in Mathematics Education, Drumcondra, 23 sept, 2011 (pp. 389-400). St Patrick's College
Open this publication in new window or tab >>On the relationship between a novice teacher’s mathematical knowedge and teaching actions.
2011 (English)In: Proceedings Fourth Conference on Research in Mathematics Education: MEI 4 Mathematics Teaching Matters / [ed] T. Dooley, D.Corcoran, M. Ryan, St Patrick's College , 2011, p. 389-400Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to examine the relationship between mathematical knowledge for teaching (MKT) and teachers’ actions when teaching mathematics, based on a qualitative case study of a novice mathematics teacher. The empirical data consist of interviews and an observed mathematics lesson during his first year of teaching mathematics. These data have been analysed by coordinating theories on teachers’ goal-oriented actions, action levels and MKT. The results show that at a classroom level, the lesson provides opportunities for using the whole spectrum of MKT. However, in the different situations the teacher mainly draws on common content knowledge (CCK) and aims at maintaining control over the situation.

Place, publisher, year, edition, pages
St Patrick's College, 2011
Keywords
Mathematics teachers, Knowledge teaching, MKT, Matematiklärare, Profession, Matematik, Matematikundervisning, MKT
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-22387 (URN)
Conference
Fourth Conference on Research in Mathematics Education, Drumcondra, 23 sept, 2011
Available from: 2012-11-13 Created: 2012-11-09 Last updated: 2014-03-24Bibliographically approved
Stadler, E. (2010). The transition secondary school to university: Learning and understanding mathematics from a student perspective.. In: MADIF-7, Sjunde matematikdidaktiska forkningsseminariet med SMDF, Stockholm, 26-27 januari, 2010: . Paper presented at MADIF-7, Sjunde matematikdidaktiska forkningsseminariet med SMDF, Stockholm, 26-27 januari, 2010. Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>The transition secondary school to university: Learning and understanding mathematics from a student perspective.
2010 (English)In: MADIF-7, Sjunde matematikdidaktiska forkningsseminariet med SMDF, Stockholm, 26-27 januari, 2010, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274
National Category
Educational Sciences
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-6642 (URN)
Conference
MADIF-7, Sjunde matematikdidaktiska forkningsseminariet med SMDF, Stockholm, 26-27 januari, 2010
Available from: 2010-06-30 Created: 2010-06-30 Last updated: 2016-04-22Bibliographically approved
Stadler, E. (2009). A grounded theory approach on different theoretical perspectives.. In: Marianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis (Ed.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education.: In Search for Theories in Mathematics Education.. Paper presented at PME 33, Thessaloniki - Greece (pp. 471-471).
Open this publication in new window or tab >>A grounded theory approach on different theoretical perspectives.
2009 (English)In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education.: In Search for Theories in Mathematics Education. / [ed] Marianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis, 2009, p. 471-471Conference paper, Published paper (Refereed)
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-6643 (URN)
Conference
PME 33, Thessaloniki - Greece
Available from: 2010-06-30 Created: 2010-06-30 Last updated: 2015-09-24Bibliographically approved
Stadler, E. (2009). A theoretical framework for understanding students with learning difficulties in mathematics. In: : .
Open this publication in new window or tab >>A theoretical framework for understanding students with learning difficulties in mathematics
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, I present a theoretical model of students’ mathematical learning in a specific setting with regard to their previous experiences. Learning difficulties and special needs in mathematics is a complex issue. To reduce the complexity, researchers and educators tend to pre-define the character of the issue. I suggest another approach, which takes students’ perspective as a starting point. By focusing students as active learners, we can observe their mathematical learning objects and mathematical resources to identify learning difficulties and needs. This can serve as a starting point for pedagogical development and for further research.

Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-6640 (URN)
Available from: 2010-06-30 Created: 2010-06-30 Last updated: 2014-05-12Bibliographically approved
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