lnu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 20 av 20
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Ebbelind, Andreas
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Förskoleklassens Metodik: Upptäck och utforska matematik2016Bok (Övrig (populärvetenskap, debatt, mm))
  • 2.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg, Sweden.
    Digitala verktyg i matematikundervisningen: [ ingår i Lärportalens modul Matematikundervisning med digitala verktyg I, åk 1-3, Del 1: Nätet som resurs ]2016Övrigt (Övrigt vetenskapligt)
  • 3.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg, Sweden.
    Digitala verktyg i matematikundervisningen: [ ingår i Lärportalens modul Matematikundervisning med digitala verktyg I, åk 4-6, Del 1: Nätet som resurs ]2016Övrigt (Övrigt vetenskapligt)
  • 4.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    University of Gothenburg, Sweden.
    Digitala verktyg i matematikundervisningen: [ ingår i Lärportalens modul Matematikundervisning med digitala verktyg I, åk 7-9, Del 1: Nätet som resurs ]2016Övrigt (Övrigt vetenskapligt)
  • 5.
    Olteanu, Constanta
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Reflection and the object of learning2016Ingår i: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece / [ed] Gregory T. Papanikos, Athens Institute for Education and Research (ATINER), 2016, s. 116-116Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In the present paper, I present a model that can be used for supporting teachers’ reflection on practical situations they are confronted with. The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Analysis of the data allows for determination of what kind of reflection is used in teachers’ professional development when working with algebra modules and the teachers´ perceptions of the relevance and usefulness of the professional development concerning algebra modules. The results show that effective professional development focuses on improving instructional practice by giving teachers new knowledge and techniques for assessing learning with the ultimate goal of improving the learning of students. The results also show that the teachers practiced reflection-in and on-action.

  • 6.
    Olteanu, Constanta
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Reflection and the object of learning2016Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, nr 1, s. 60-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose – The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

    Design/methodology/approach – The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD.

    Findings – The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way.

    Practical implications – The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects.

    Social implications – The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process.

    Originality/value – A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

  • 7.
    Olteanu, Constanta
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    The object of learning as an analytic tool for the didactics of mathematics2016Ingår i: World Association of Lesson Studies (WALS) International Conference 2016, Lesson Study: Transforming Teaching and Teacher Learning in Professional Learning Communities, 3-5 September 2016, University of Exeter (UK), 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper deals with one prominent topic in the field of mathematics education: the communication in mathematics. In this article, a framework is proposed for analyzing the effectiveness of communication in mathematics classrooms. The presentation is based on data collected, during a 3-year period, and consists of the students’ tests, the teachers’ lessons plan and reports of the lessons’ instructions. In the analysis, concepts relating to variation theory have been used as analytical tools. The success or failure of communication is a matter of the relation between thought contents of speaker and hearer. The analysis focus on the interaction among the intended, enacted and lived objects of learning. The intended object of learning refers to the part of the content that students should learn and which is supposed to be treated in the classroom. The enacted object of learning is what appears in the classroom and refers to what is possible for students to experience within the learning environment. The students’ initial level of capability to appropriate the object of learning as well as the way in which students understand the object of learning is the lived object of learning. The interaction among the intended, enacted and lived objects of learning is an indication of whether the communication in the classroom is successful or not. The results show that: effective communication occurs in the classroom if it has the real critical aspects in student learning as its starting point; teachers develop new strategies to present the contents by having the focus to open up dimensions of variation.

  • 8. Olteanu, Lucian
    Framgångsrik kommunikation i matematikklassrummet2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The research for this thesis was done to examine, describe and understand the ways in which mathematical content (algebra) is communicated in classrooms. It also sought to identify the opportunities that allow successful classroom communication.

    The educational design research approach in this study was used to understand the connection between teaching, communication and students' learning. The empirical material consisted of video-recorded lessons, observations, students’ tests and teachers’ written reports of the instructions for lessons. The empirical material was analysed using concepts relating to variation theory, strong compositionality and research results found in mathematics education.

    Some important findings have been found in this thesis. Communicative success is linked to a hierarchic structure of communicative events with a strong compositionality. It is also linked to the discernment of the structure of algebraic objects. This structure is a relation between para- and proto-mathematical concepts and a form of composition with a semantic character. Teachers support successful classroom communication by using research results found in mathematics education to open up patterns of variation in the critical aspects of an object of learning. Similarity is a pattern identified in this study, and it is defined as the property of two or more expressions to adapt the same meaning. Teachers also support successful classroom communication through a systematic analysis of the parts of an object of learning, relations between parts, how to relate the parts to each other in different ways, the relation between the parts, the relation between the parts and the whole as well as the relation between different wholes. Through and around tasks, teachers and students are communicating successfully or not according to the opportunities provided in the classroom to work out the meaning of the whole by understanding the meaning of the simple parts, the semantic significance of a finite number of syntactic modes of composition, and by recognizing how the whole is made up out of simple parts. If the choice/construction of tasks is focused on what may vary and what stays invariant, students' opportunities to distinguish aspects that could lead to algebraic generalizations are improved. One of the values of this study is in the design of the project that contributes to integration of research results found in mathematics education, in teachers' practice. In addition, a value of the study lies in its operational definition of the concept of communication, which can be used to study successful communication. Communication is a collectively performed patterned activity in which an aspect that is critical for one or more students (A) is focused on by the action of the teacher or other students (B) so that A discerns the aspects focused on by B.

  • 9.
    Olteanu, Lucian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Opportunity to communicate: The coordination between focused and discerned aspects of the object of learning2016Ingår i: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 44, s. 1-12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There are extensive concerns pertaining to the idea that students do not develop sufficient communication abilities in algebra and in mathematics more generally. This problem is at least partially related to their algebraic thinking. Although teaching should give students the opportunity to develop their ability to communicate, there are limited research insights as to why some forms of communication work better than others, and how and why instruction influences such communication. Two case studies are reported on in this article. The analysis of the opportunity to communicate was grounded in variation theory. Differences between focused aspects and discerned aspects of the object of learning are described. The results show that the coordination between the aspects focused on by the teacher and discerned by the students provides students with the opportunity to successfully communicate the content in algebra. In addition, the structure of the lesson influences the opportunity to communicate aspects of the content.

  • 10.
    Olteanu, Lucian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Tasks and Classroom Communication in Mathematics2016Ingår i: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece. / [ed] Gregory T. Papanikos, Athens Institute for Education and Research (ATINER), 2016, s. 117-117Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this article, the focus is on task construction and the importance of this process to develop and promote classroom communication in mathematics. The students’ tests, examination of students’ mathematical work, the teachers’ lesson plans, and reports of the lessons’ instructions are the basic data for this article. The analysis indicated that teachers develop their professional decision-makers through developing the ability to construct relevant tasks for identifying the critical aspects in students’ learning. The findings suggest that construction of tasks can be a productive basis in helping teachers to make fundamental changes in their understanding of what they should focus on in a teaching situation to improve mathematical communication. In this process, the teachers integrate, in a natural way, the research results from mathematics education.

  • 11.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Professional Primary School Teacher Identity Development: a pursuit in line with an unexpressed Image2016Ingår i: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 20, nr 5, s. 682-700Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-record­ings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues, and have a class of their own for which they do the planning and teaching) criteria. These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction.

  • 12.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    What Happens when Entrepreneurship Enters Mathematics Lessons?2016Ingår i: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., IGPME - The International group of the Psychology of Mathematics Education , 2016, Vol. 4, s. 27-34Konferensbidrag (Refereegranskat)
    Abstract [en]

    According to the Swedish curriculum, entrepreneurship is to permeate all teaching in primary school. However, little is known about how entrepreneurship influences the teaching of different subjects. This paper reports on an educational design research study investigating the potential in combining entrepreneurship and mathematics in primary school. Two examples are given of how mathematics teaching changes when entrepreneurship enters mathematics lessons. The results indicate that there may be a win-win situation between mathematical and entrepreneurial competences, at least when it comes to creativity and tolerance for ambiguity.

  • 13.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    What is the difference?: Young children learning mathematics through problem solving2016Ingår i: Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014 / [ed] Tamsin Meaney ; Ola Helenius ; Maria L. Johansson ; Troels Lange ; Anna Wernberg, Springer, 2016, s. 255-266Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This paper reports from a design research study where young children were taught mathematics through problem solving. In the study a sequence of five problem solving lessons were conducted in two Swedish preschool classes. This implies that the children were six years old. This paper will report from interviews made with the children after the sequence of problem solving lessons. The lessons in the study was categorised as work by the children but with difference from how they usually worked. The differences emphasised by the children were that they in the problem solving lessons had been working together with their classmates, thinking a lot, not using textbooks but manipulatives. Further they emphasised that they had got surprised many times. At the same time as these answers say something about the problem solving lessons they also say something about the ordinary mathematics teaching in these preschool classes. This emphasises the need of discussing how much and, especially, in which way young children are to be taught mathematics.

  • 14.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Björklund, Camilla
    University of Gothenburg.
    Different perspectives on possible – desirable – plausible mathematics learning in preschool2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 4, s. 177-191Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article addresses the question of what is considered possible – desirable – plausible in preschool mathematics. On the one hand, there is a growing consensus that preschool mathematics matters, on the other hand, there are different opinions about how it should be designed and what constitutes an appropriate content. In the article we provide an overview of similarities and differences found in eight articles published in a thematic issue of NOMAD on preschool mathematics. The overview is based on Bernstein’s notions vertical and horizontal discourses, and how content for learning is described as basic or advanced mathematics. The aim is not to evaluate or rate the articles but to illustrate diversity regarding possible – desirable – plausible in current research of preschool mathematics.

  • 15.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Henriksson, Jenny
    Hussein, Rania
    Integrating Mathematical Learning During Caregiving Routines: A Study of Toddlers in Swedish Preschools2016Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 44, nr 1, s. 79-87Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a communicative moment when the child can experience mathematics with a professional preschool teacher, but it can also be a moment of mechanical routine with no pedagogical context. The intention of the study presented here was to investigate the mathematical potential preschool teachers described in relation to diaper changing and to examine the ways this potential was put into action. Both similarities and differences emerged regarding the mathematical potential preschool teachers described in relation to diaper changing and the mathematical content that they were observed to communicate. The results show that it is possible to communicate mathematical content in a pedagogical way during diaper changes, making this routine a learning opportunity for children. However, the results also show variations in the observed range and context of such communication, and therefore the potential for mathematical learning during diaper changes seems to differ widely.

  • 16.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Johansson, Maria
    Luleå Tekniska Universitet.
    Karlsson, Lena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone2016Ingår i: Proceeding of the MAVI-22 Conference, Växjö, Sweden, International Conference on Mathematical Views (MAVI), 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on an educational design research study exploring the potential in combining the teaching of entrepreneurial and mathematical competences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching – as expressed by the teachers themselves. Two of these expressed changes are “saying less” and “daring to let go of control”. In the paper, these two changes are explored in relation to how they seem to influence these teachers’ teaching of mathematics, and some implications are drawn regarding how their students’ possibilities to learn mathematics may have been influenced.

  • 17.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Inclusion in mathematics: the impact of the Principal2016Ingår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, nr 18, s. 107-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The objective of this paper is to describe the means by which the principal affects the process of inclusion in mathematics from a teacher perspective. Two notions form the theoretical foundation: participation and inclusion. The participatory perspective is provided by Wenger’s theory of communities of practice (1998). When discussing inclusion, Asp-Onsjö’s (2006) notions of didactical, spatial, and social inclusion have been used. The results are presented in two parts: the first presents identified communities at the investigated school and the second identifies codes of impact pointing towards inclusion in mathematics. When combining the participatory and the inclusive perspectives, codes of impact regarding inclusion in mathematics in the different communities were identified. Although there are different codes of impact in the different communities, one can identify several recurring codes when investigating the impact of the principal. The most frequent is courses. Competence, didactical discussions and planning also recur in the different communities. Investigating these codes of impact, there appears to be a gap between the steering of the principal and what actually occurs. The results indicate that the principal’s impact on inclusion in mathematics in the realisation arena is relatively weak.

  • 18.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Inkludering i matematik: vad kan det vara?2016Ingår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 43, nr 1, s. 18-23Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 19.
    Sollervall, Håkan
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Transforming a procedural Calculus task into a structured exploration with dynamic representations2016Ingår i: 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many mathematical tasks that only require carrying out procedures may be transformed into explorative problems that challenge the students to examine solution strategies and evaluate answers. Such transformations can sometimes be achieved by involving technologies that afford constructing and interacting with dynamic representations. In this paper, Ipresent and discuss a transformed Calculus task that has been designed to address both individual and social dimensions of learning, by affording individual investigations and self-evaluation of answers as well as collaborative comparisons of solution strategies and reasoning about mathematical structures.

  • 20.
    van Bommel, Jorryt
    et al.
    Karlstad University.
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Young children exploring probability: with focus on their documentations2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 4, s. 95-114Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on an intervention where possibilities and limitations with problem-solving as a basis for mathematics education in pre-school class were studied. In the article we explore how 50 children use non-guided documentation when working with a problem-solving task about probability. The results show that the task was possible to work with for these young children, and in the follow-up interviews many of the children seemed familiar with the mathematical concepts used, as well as with a relevant sample space. The children’s non-guided documentation showed a diversity of strategies and contributed positively to their exploration of probability, both during the lesson and in the final discussions.

1 - 20 av 20
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf