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  • 1.
    Olteanu, Constanta
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Designing examples to create variation patterns in teaching2018Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 49, nr 8, s. 1219-1234Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper uses a post-qualitative philosophical perspective to find new ways of understanding teaching and learning. The paper presents a series of examples that were used in a longitudinal study, with the aim of creating variation patterns that would make it possible for students to discern the use of the four basic arithmetic operations in different situations. The focus of this article is the potential of the examples to systematically create variation patterns that students need to perceive in order to make generalizations. The result demonstrates that well-thought-out examples help identify the correct arithmetic operation in different situations, and provide a basis from which students can discern the connection between text and the use of operation in mathematical example. The result also demonstrates that students develop rhizomatic thinking through the creation of new links between aspects of the object of learning, association and linking of different aspects to each other and the creation of a whole with unique and specific characteristics that cannot be explained by simply adding the characteristics of the individual parts.

  • 2.
    Olteanu, Constanta
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Learning study: promoting and hindering factors in mathematics teaching2018Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 49, nr 7, s. 971-985Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on presenting success factors for a group of teach-ers in carrying out a learning study in mathematics at their school.The research questions are: what are the actions of the school teach-ing community during development projects? What factors enablea group of teachers to carry out a learning study at their school?Activity theory provides a holistic framework to investigate rela-tionships among the components present in a learning study. Theresults are based on analysis of interviews with teachers, students,principal organizers of schools and project coordinators, videotapedlessons, students’tests and minutes taken at meetings of mathemat-ics projects. The results show that the skills of facilitators, the timedevoted to collaborative work, the link to learning theory and avoid-ing overly comprehensive content when teaching lessons are impor-tant promoting factors in mathematics teaching. The findings raiseimportant questions about the way in which teacher work within uni-versities.

  • 3.
    Olteanu, Constanta
    et al.
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Holmqvist, Mona
    University of Gothenburg.
    Differences in success in solving second-degree equations due to differences in classroom instruction2012Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 43, nr 5, s. 575-587Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The point of departure in this study is that differences in solving second-degree equations result from differences in what is presented to the students in a learning situation. However, the specified aim is to describe what kind of differences seem to be crucial for learning, and what does seem fruitless. The study is carried out in an upper secondary school in Sweden. Data consist of video-recorded lessons and tests. Two teachers and 45 students participated in this study. The analysis has been made with the aid of variation theory. The results show that the teachers focused on different aspects of a second-degree equation, and that this implied different learning outcomes as some of the aspects were not critical to promoting learning while others were.

  • 4.
    Olteanu, Constanta
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Olteanu, Lucian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Enhancing mathematics communication using critical aspects and dimensions of variation2013Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 44, nr 4, s. 513-522Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article deals with two prominent topics in the field of mathematics education: the communication in mathematics and its teaching and learning and the continuous professional development of mathematics teachers. In this article, a framework is proposed for analysing the effectiveness of communication in mathematics classrooms. The presentation is based on data collected, during a 3-year period, while different objects of learning is presented in nine classes, and it includes 22 teachers and 884 students. Among other things, the data consist 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 results show that effective communication occurs in the classroom if it has the real critical aspects in student learning as its starting point. Also, the results show that teachers develop new strategies to present the contents by having the focus to open up dimensions of variation.

  • 5.
    Olteanu, Lucian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Construction of tasks in order to develop and promote classroom communication in mathematics2015Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 46, nr 2, s. 250-263Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 6.
    Olteanu, Lucian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Effective communication, critical aspects and compositionality in algebra2014Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 45, nr 7, s. 1021-1033Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper contains a discussion of how the concept of critical aspects and the principle of compositionality can provide a powerful tool to analyse and understand the communications that occur in the classroom. It is grounded in data collected in a longitudinal study. The content chosen is algebra. It is argued that the critical aspects and the principle of compositionality should be considered as a methodological principle that describe how communication in the classroom should be designed. Here, I present the power of using variation theory whose main purpose is to generate an understanding of critical aspects and compositionality in practice.

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