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  • 1.
    Nilsson, Per
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ryve, Andreas
    Department of Education, Stockholm University and Department of Education, University of Oxford.
    Focal event, Contextualization, and Effective Communication in the Mathematics Classroom2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 74, no 3, p. 241-258Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12-13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.

  • 2.
    Olande, Oduor
    Mid Sweden University.
    Graphical artefacts: Taxonomy of students' response to test items2014In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 85, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.

  • 3.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Inclusion in mathematics education: an ideology, a way of teaching, or both?2019In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 1, p. 25-41Article in journal (Refereed)
    Abstract [en]

    This literature review focuses on the definitions and roles of inclusion in the field of mathematics education to help promote the sustainable development of inclusion in the discipline. Discourse analysis was used to analyse 76 studies published between 2010 and 2016. The results show that the term inclusion is used both for an ideology and a way of teaching, and these two uses are most often treated separately and independently of each other. When inclusion is treated as an ideology, values are articulated; when treated as a way of teaching, interventions are brought to the fore. When the notion of inclusion is used as an ideology, the most extensive discourse concerns equity in mathematics education; when it is used as a way of teaching, the most extensive discourse relates to teaching interventions for mathematical engagement. Based on the literature review, if sustainable development of inclusion in mathematics education is to be promoted, scholars need to connect and interrelate the operationalisation and meanings of inclusion in both society and in mathematics classrooms, and take students’ voices into consideration in research.

  • 4. Ryve, Andreas
    et al.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Mason, John
    Establishing mathematics for teaching within classroom interactions in teacher education2011In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 81, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Teacher educators’ processes of establishing “mathematics for teaching” in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching.

  • 5.
    Ryve, Andreas
    et al.
    Mälardalens högskola.
    Nilsson, Per
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Pettersson, Kerstin
    Stockholms universitet.
    Analyzing effective communication in mathematics group work: the role of visual mediators and technical terms2013In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 82, no 3, p. 497-514Article in journal (Refereed)
    Abstract [en]

    Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12-13 old students playing a dice game as well as data from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms are crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and link between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.

  • 6.
    Skott, Jeppe
    The Danish University of Education.
    The forced autonomy of mathematics teachers2004In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 55, no 1-3, p. 227-257Article in journal (Refereed)
    Abstract [en]

    Current developments in mathematics education require teachers to play a different and more profound role than few years ago. The first half of this article discusses the theoretical background of these developments in terms of their epistemological and meta-mathematical orientations. Based on this theoretical analysis, the teacher's new role is summed up as one of forced autonomy. Next, the article summarises two different responses on the part of the research community to the situation of forced autonomy. These are the ones of focussing primarily on teachers' meta-mathematical and mathematical qualifications. Subsequently, the results of an empirical study are outlined. These results are used both to develop an empirically grounded elaboration of the notion of forced autonomy and to challenge the above-mentioned responses on the part of the research community. The concluding section calls for the adoption of broad perspectives on teacher qualifications, integrating pedagogical, mathematical and meta-mathematical perspectives.

  • 7.
    Stouraitis, Kostas
    et al.
    University of Athens, Greece.
    Potari, Despina
    Linnaeus University, Faculty of Technology, Department of Mathematics. University of Athens, Greece.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Contradictions, dialectical oppositions, and shifts in teaching mathematics2017In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 95, no 2, p. 203-217Article in journal (Refereed)
    Abstract [en]

    The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system.

  • 8.
    van Bommel, Jorryt
    et al.
    Karlstad University.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Book Review: Building the foundation: Whole numbers in the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series2019In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 2, p. 193-199Article, book review (Other academic)
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