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  • 1.
    Bengtsson, Anna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    When mathematics teachers focus discussions on slope: Swedish upper secondary teachers in a professional development initiative2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.

  • 2.
    Björklund, Camilla
    et al.
    University of Gothenburg.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 469-480Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children’s learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children’s learning opportunities.

  • 3.
    Björklund, Camilla
    et al.
    Göteborgs universitet.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Att undervisa i matematik i förskolan2017In: Förskolan och barns utveckling: Grundbok för förskollärare / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, p. 171-184Chapter in book (Other academic)
  • 4.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    I mötet mellan lekens frihet och undervisningens målorientering i förskolan.2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 1, p. 64-85Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on the openness of play and the goal-direction of teaching in preschool. The aim was to investigate how goal-orientation may be formed in play and in what ways this impacts on the play in relation to the children’s intentions. The study is based on 62 video documentations of play situations in which preschool teachers participate. The results show that goal-oriented processes can be integral to play when preschool teachers enable children to develop knowledge and skills necessary for the play. This, however, demands joint attention in the interaction as well as the teacher understanding the child’s understanding of the content that is necessary for the play simultaneously. Formulating learning goals in line with children’s intentions seems to be critical since children’s intentions direct the play and thus which learning goals that will be possible or necessary to comprise.

  • 5.
    Blomberg, Per
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Informell Statistisk Inferens i modelleringssituationer: En studie om utveckling av ett ramverk för att analysera hur elever uttrycker inferenser2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this study is to improve our knowledge about teaching and learning of informal statistical inference. A qualitative research strategy is used in the study that focuses on the testing and generation of theories inspired by grounded theory. The knowledge focus of the study is aimed at the characterisation of statistical processes and concepts where systems of concept frameworks about informal statistical inference and modelling represent an essential part of the research. In order to obtain adequate empirical data, a teaching situation was devised whereby students were involved in planning and implementing an investigation. The study was conducted in a normal classroom situation where the teaching was focused on an area in probability and statistics that included the introduction of box plots and normal distribution with related concepts. The empirical material was collected through video recordings and written reports. The material was analysed using a combined framework of informal statistical inference and modelling. The results of the analysis highlight examples of how students can be expected to express aspects of informal statistical inference within the context of statistical inquiry. A framework was also developed aimed to theoretically depict informal statistical inference in modelling situations. The study suggests that this framework has the potential to be used to analyse how informal statistical inference of students are expressed and to identify potential learning opportunities for students to develop their ability to express inferences.

  • 6.
    Brandell, Gerd
    et al.
    Lund University.
    Sollervall, Håkan
    Malmö University.
    Planering av matematikundervisning2015Other (Other academic)
  • 7.
    Dahl, Thomas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Problem-solving can reveal mathematical abilities: How to detect students' abilities in mathematical activities2012Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Dahl, Thomas (2012). Problemlösning kan avslöja matematiska förmågor. Att upptäcka matematiska förmågor i en matematisk aktivitet (Problem-solving can reveal mathematical abilities: How to detect students‟ abilities in mathematical activities). Linnéuniversitetet 2012; ISBN:978-91-86983-28-4. Written in Swedish.The thesis deals with the problem of identifying and classifying components of mathematical ability in students‟ problem-solving activities. The main theoretical framework is Krutetskii‟s theory of mathematical abilities in schoolchildren. After a short historical background focusing on the question of differentiation or integration among students on the basis of their various aptitudes for studies, the theory of mathematical ability and especially the Krutetskiian theory are described. According to Krutetskii mathematical ability should be looked upon as a structure of seven or eight different components called abilities which may appear and be subject to analysis during a mathematical activity.Krutetskii used school pupils and experimental problems to establish the relevance of his structure of abilities. However, in this work the theme is approached from the opposite perspective: If a problem and an experimental person are given, which mathematical abilities will appear and in what ways do they appear in the mathematical activity? The empirical study uses three so called “rich mathematics problems” and 98 students of which 37 study at the lower secondary school, 39 at the upper secondary school and 22 at the teacher education programme. The output data is either the written outcomes of the students‟ individual work on a problem or the recordings from small groups of students solving a problem in cooperation with their peers.In order to identify and classify abilities, the separate components of mathematical ability must be interpreted and adapted to the specific problem on which the students are working. I call this process of conformation of the abilities operationalization and the question in focus is if such an operationalization can be done successfully. The results indicate that it could be done and several examples are given which show how one or several mathematical abilities may come out more or less strongly in the mathematical activity of problem solving. The results also indicate that even low or average achieving students may show significant creative abilities. Another observation from the empirical study is that creative abilities do not seem to be more abundant among upper than lower secondary students. These two observations point out possible pathways to proceed further in the study of mathematical abilities.

  • 8.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Analysing the Discourse of Teacher Training2012Conference paper (Refereed)
  • 9.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Disentangle a Student Teacher's Participation during Teacher Education2013In: Eighth Congress of European Research in Mathematics Education (CERME), European Society for Research in Mathematics Education, 2013Conference paper (Refereed)
    Abstract [en]

    The effect of teacher education is of international interest, at the same time expectations on newly educated teachers increase. Deep understanding of what it means to become a primary school mathematics teacher is necessary and this constitutes the focus in the research project. The aim of this paper is to illustrate how two conceptual frameworks, System Functional Linguistics and Patterns of Participation, have been used in the study. The first has been used as a methodological tool and the second as an analytical tool. The use of these will be illustrated by the case of Lisa, a student teacher. The results show that System Functional Linguistics successfully disentangles the heritage of Lisa’s past and present practices, and facilitates interpretations through Patterns of Participation.

  • 10.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Systemic functional Linguistics as methodological tool when researching Patterns of Participation2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic / [ed] Konrad Krainer; Naďa Vondrová, European Society for Research in Mathematics Education, 2015, p. 3185-3191Conference paper (Refereed)
    Abstract [en]

    This study highlights the role, if any, that teacher education programmes and experiences from other practices play in influencing generalist student teachers’ tales of themselves as emergent primary mathematics teachers. The conceptual framework Patterns of Participation, PoP, is used when theorising and interpreting student teachers’ becoming, and analysing the processual and dynamic character of immediate social interaction related to practice on a macro level. Therefore this paper evaluates whether Systemic Functional Linguistics, SFL, can be a methodological tool used on the micro level. This paper shows that SFL structures the data in a way that makes interpretations through PoP possible.

  • 11.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    We think so, me and my mother: Considering external participation inside teacher education2015In: Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference / [ed] Carola Bernack-Schüler, Ralf Erens, Andreas Eichler, Timo Leuders, Springer, 2015, p. 109-120Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to show how external influences need be considered when discussing the formation of a primary school mathematics teacher. The external participation will be illustrated by the case of Evie, a student teacher. Two conceptual frameworks have been used, System Functional Linguistics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie’s external prior and present participation might have an impact on her process of becoming a primary school mathematics teacher inside teacher education.

  • 12.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Förskoleklassens Metodik: Upptäck och utforska matematik2016Book (Other (popular science, discussion, etc.))
  • 13.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Roos, Helena
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Learning fractions: transformations between representations from a social semiotic perspective of multimodality2012In: Proceedings of Norma 11: The Sixth Nordic Conference on Mathematics Education / [ed] Gunnarsdottir, Hreinsdottir, Palsdottir, Hannula, Hannula-Sormunen, Jablonka, Jankvist, Ryve, Valero and Waege., University of Iceland Press, 2012, p. 217-226Conference paper (Refereed)
    Abstract [en]

    This study presents a tentative framework for studying the learning of fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of activities which were developed to challenge them to reflect on different ways of representing aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality.

    The analysis discloses how the framework helps in structuring our understanding of the interplay between representations in the learning of fractions. Specifically, we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks. 

  • 14.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Segerby, Cecilia
    Malmö University, Sweden.
    Systemic functional linguistics as a methodological tool in mathematics education research2015In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, p. 33-54Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathe- matical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited. 

  • 15.
    Eckert, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Contributing to develop contributions: - a metaphor for teaching in the reform mathematics classroom2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. The focus is to highlight the teacher as an active contributor to the classroom mathematical discourse, having an important role in shaping the mathematics. At the same time, the teacher is acknowledged as an individual who learns and develops as a lesson and semester progress.

    Three research papers illustrate the state, at that time, of an inductive analysis of three teachers, teaching a series of lessons based on probability theory at two Swedish primary schools. The teachers worked together with the students to explore an unknown sample space, made up out of an opaque bottle with coloured marbles within that showed one marble at each turn of the bottle. They had to construct mathematical tools together to help them solve the mystery. The analysis focused on teacher–student interactions during this exploration, revealing complex connections in the process of teaching.

    The three papers presented the development of a theoretical framework named Contributing to Develop Contributions (CDC). The frameworks’ fundamental idea is that teachers learn as they teach, using the teaching metaphor learning to develop learning. That metaphor was developed, in light of the ongoing empirical analysis, into CDC by drawing on a theoretical idea that learning can be viewed as contributing to the collaborative meaning making in the classroom. Teaching and teacher learning are described and understood as reflexive processes in relation to in-the-moment teacher-student interaction.

    Contributing to develop contributions consists of three different ways of contributing. The analytical categories illustrate how students’ opportunities to contribute to the negotiation of mathematical meaning are closely linked to teachers’ different ways of contributing. The different ways are Contributing one’s own interpretations of mathematical objects, Contributing with others’ interpretations of mathematical objects, and Contributing by eliciting contributions. Each way of contributing was found to have the attributes Transparency, Role-taking and Authority. Together, these six categories show teacher– student interaction as a complex dynamical system where they draw on each other and together negotiate meaning of mathematical objects in the classroom.

    This thesis reveals how the teaching process can be viewed in terms of learning on different levels. Learning as thought of in terms of contributing to the negotiation of meaning in the moment-to-moment interaction in the classroom. By contributing you influence the collective’s understanding as well as your own. A teacher exercises and develops ways of contributing to the negotiation of meaning of mathematical objects, in order to develop students’ contributions. In a wider perspective, the analysis showed development over time in terms of transformation. The teachers were found to have transformed their understanding of classroom situations in light of the present interactions. Contributing to the negotiation of meaning in the classroom was understood as a process in such transformation, in the ever ongoing becoming of a mathematics teacher. 

  • 16.
    Eckert, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    The potential of a grounded theory approach to study teaching probability2014In: Proceedings of the NinthInternational Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA: Sustainability in statistics education / [ed] Makar, K., de Sousa, B., & Gould R., International statistical institute , 2014Conference paper (Other academic)
    Abstract [en]

    An important part of teaching probability is teachers interacting with students about probability.Most of these interactions do not occur anywhere else but inside the classroom so that is where weshould research teacher knowledge for future development of teacher training and professionaldevelopment. To accomplish this I propose a research methodology founded on the theoreticalassumptions of symbolic interactionism combined with a grounded theory approach. The purposeof this paper is to outline such a research methodology that focuses on teaching as classroominteraction between teachers and students. The discussion aims to emphasize the possibilities bythis way of studying teachers’ knowledge for teaching probability and refine the methodologicalconstruct. Examples used are from lessons where two teachers work with unknown sample spacesand interact with students regarding chance, variation and the importance of sampling.

  • 17.
    Eckert, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Nilsson, Per
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Contextualizing Sampling: Teaching Challenges and Possibilities2013In: Proceedings of the Eight Conference of European Research in Mathematics Education, European Society for Research in Mathematics Education, 2013Conference paper (Refereed)
    Abstract [en]

    The aim of the present paper is to shed light on mathematical knowledge for teaching probability. In particular we investigate critical instances when a teacher tries to keep track on the idea of sampling and random variation by allocating the discussion to an everyday context. The analysis is based on a certain episode of a longer teaching experiment. The analytical construct of contextualization was used as a means to provide structure to the qualitative analysis performed. Our analysis provides insight into the nature and role of teachers’ knowledge of content and teaching. In particular, the study suggests the idea of a meta-contextual knowledge that teachers need to develop in order to keep track of the intended object of learning when allocating their teaching to an everyday context. 

  • 18.
    Eckert, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Nilsson, Per
    Örebro University.
    Introducing a symbolic interactionist approach on teaching mathematics: The case of revoicing as an interactional strategy in the teaching of probability2017In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 20, no 1, p. 31-48Article in journal (Refereed)
    Abstract [en]

    This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.

  • 19.
    Edfeldt, Åke
    et al.
    Matematikdidaktik.
    Wistedt, Inger
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    High ability education in Sweden: The Swedish model2008In: The Routledge international companion to gifted education., Routledge, London and New York , 2008, p. 76-83Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The article describes the development of Gifted Education in Sweden from its early start in 1980 to present time. It gives examples of how gifted education has been implemented in Sweden with examples from research projects concerning the development of gifted education in two school subject: Swedish and Mathematics.

  • 20.
    Ekdahl, Anna-Lena
    et al.
    Jönköping University, Sweden.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Bedömning i matematikklassrummet: [ ingår i Lärportalens modul Matematik, Algebra åk 1-3, Del 3: Bedömning för utveckling av undervisning i algebra ]2014Other (Other academic)
  • 21.
    Ekdahl, Anna-Lena
    et al.
    Jönköping University, Sweden.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Bedömning i matematikklassrummet: [ ingår i Lärportalens modul Matematik, Algebra åk 4-6, Del 3: Bedömning för utveckling av undervisning i algebra ]2014Other (Other academic)
  • 22.
    Ekdahl, Anna-Lena
    et al.
    Jönköping University, Sweden.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Bedömning i matematikklassrummet: [ ingår i Lärportalens modul Matematik, Algebra åk 7-9, Del 3: Bedömning för utveckling av undervisning i algebra ]2014Other (Other academic)
  • 23.
    Ekstig, Kerstin
    et al.
    Uppsala University, Sweden.
    Hellström, Lennart
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Matematik startbok: för ingenjörer och naturvetare2019 (ed. 3)Book (Other academic)
  • 24.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics. Högskolan Dalarna.
    Diversity in meanings as an issue in research interviews2017In: Mathematics Education and Life at Times of Crises: Proceedings of the 9th International Conference of Mathematics Education and Society / [ed] Anna Chronaki, Volos, Greece: University of Thessaly Press , 2017, Vol. 2, p. 503-512Conference paper (Refereed)
    Abstract [en]

    Taking the social, political, and ethical dimensions of mathematics education seriously means not only researching these issues, but also designing and assessing research with these dimensions in mind. When designing an interview study about planning in mathematics, diversity in meanings was recognized and participants and their voices were foregrounded. In this paper, the design is related to perspectives on interviews, meaning as both durable and transient, and quality criteria such as reproducibility and bias. Theoretical assumptions had consequences for how meaning was seen, but also for relevance of the chosen quality criteria. Findings suggest that not only design, but also assessment of quality in interview studies have to be discussed in relation to the theoretical assumptions the studies build on. 

  • 25.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Educational planning in mathematics as a part of macro-sociological structures2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, p. 149-149Conference paper (Refereed)
    Abstract [en]

    All teachers in mathematics somehow plan for their teaching. They have con- siderations and make decisions that will in uence what is happening in the classroom and thereby also what opportunities their students have to learn mathematics. Considerations and decisions are made in a social practice with power relations operating both within the practice itself and between practices. In a forthcoming study about planning of mathematics teaching these power relations will be explored. In this presentation different methods for exploring the power relations are discussed.

  • 26.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Practice of planning in mathematics teaching: meaning and relations2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, (CERME10), February 1-5, 2017 / [ed] T. Dooley & G. Gueudet, European Society for Research in Mathematics Education, 2017, p. 3065-3072Conference paper (Refereed)
    Abstract [en]

    Understanding the complexity of teaching also means understanding issues outside classrooms, including planning in mathematics. Although planning is part of a mathematics teacher’s everyday life, there is no shared understanding of it, and little is known about how teachers’ planning is related to other practices. In response, to explore what planning means to mathematics teachers and planning’s relations to other practices, interviews were conducted with teachers and their contents analyzed in several steps to generate a story of each teacher’s experiences with planning. For one teacher, Fia, planning meant decisions and considerations about mathematical content and teaching situations, as well as navigating the decisions and opinions of other actors. Fia’s planning is related to practices of management, mathematics teaching, and mathematics teachers, all of which influenced her planning and how her students encountered mathematics in the classroom.

  • 27.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics. Dalarna University.
    Tensions between representations and assumptions in mathematics teaching2019In: Proceedings of the Tenth International Mathematics Education and Society Conference: 10th International Conference, Hyderabad, India, Jan 28th-Feb 2nd, 2019 / [ed] Jayasree Subramanian, Hyderabad, India: Mathematics Education and Society , 2019, Vol. 2Conference paper (Refereed)
    Abstract [en]

    Mathematics teaching and mathematics teachers are part of cultural, societal, and educational structures. These structures and different actors within the structures construct mathematics teaching differently and influence the scope of action that teachers hold. To explore the mechanisms behind this influence, Fairclough’s concepts of representations and assumptions were used to analyze common themes in interviews with six Swedish mathematics teachers. Results showed that there is diversity in ways of representing and that three groups of actors are visible in the representations: teachers, official actors, and students and parents. Results also revealed tensions between representations and assumptions that have consequences for teachers’ considerations and decisions about their mathematics teaching.

  • 28.
    Helenius, Ola
    et al.
    University of Gothenburg.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Student Teachers’ Visions of Good Mathematics Teaching and its (dis)connection to Practice2017In: ICT in mathematics education: the future and the realities : Proceedings of MADIF 10 
The tenth research seminar of the Swedish Society for Research in Mathematics Education 
Karlstad, January 26–27, 2016, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017Conference paper (Refereed)
    Abstract [en]

    In this paper, three Swedish studies focusing on student teachers in transition from university to teacher practice are analyzed with respect to similarities and differences in how the teacher students describe the mathematics teaching they want to do as well as how they relate to teaching they already see carried out. Despite the different theoretical and methodological orientations in the examined studies, we find commonalities. One commonality is how the student teachers align with reform ideas when they talk about preferred mathematics teaching. Another commonality is how teaching observed in school based teacher education is typically described in negative terms since it does not conform to these reform ideas. We discuss this divide as a potentially negative effect of trying to use teacher education as a reform instrument.

  • 29.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    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 ]2016Other (Other academic)
  • 30.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    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 ]2016Other (Other academic)
  • 31.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Sollervall, Håkan
    Malmö University, Sweden.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 32.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 33.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 34.
    Helenius, Ola
    et al.
    NCM.
    Sollervall, Håkan
    Malmö högskola.
    Matematikundervisning och utveckling med IKT2015Other (Other academic)
  • 35.
    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 ]2016Other (Other academic)
  • 36.
    Holmqvist Olander, Mona
    et al.
    University of Gothenburg.
    Olteanu, Constanta
    Linnaeus University, Faculty of Engineering and Technology, Department of Mathematics Education.
    Bridging the gap between theory and practice by the use of iterative processes2013In: Journal of Education and Learning, ISSN 1927-5250, Vol. 2, no 1, p. 230-239Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to study learning the positional ten base notation by the increase of students’ test scoresduring the learning study process. Five teachers, one researcher and 53 students participated. Three researchlessons in three different groups of students were conducted. The improvement in the third lesson (C) correlateswith the more developed theoretical based assumptions the design is made, which resulted in a pattern ofvariation that stronger pointed out the aspect needed to discern to understand the object of learning in a new andmore developed way. The differences in the third research lesson (C) was significant** p=0.005 while thedifferences in research lessons A and B were not significant.

  • 37. Iversen, Kjærand
    et al.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Students' meaning-making processes of random phenomena in an ICT-environment2006In: Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, 2006Conference paper (Refereed)
  • 38. Iversen, Kjærand
    et al.
    Nilsson, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Students’ Reasoning About One-Object Stochastic Phenomena in an ICT-Environment2007In: International Journal of Computers for Mathematical Learning, ISSN 1382-3892, Vol. 12, no 2Article in journal (Refereed)
    Abstract [en]

    This paper focuses on the different ways in which students in lower secondary school (14–16 year olds) experience compound random events, presented to them in the form of combined junctions. A carefully designed ICT environment was developed enabling the students to interact with different representations of such structures. Data for the analysis was gathered from two interview sessions. The analysis of the interaction is based on constructivist principles on learning; i.e. we adopted a student-oriented perspective, taking into consideration the different ways students try to make sense of chance encounters.

    Our results show how some students give priority to geometrical and physical concerns, and we discuss how seeking causal explanations of random phenomena may have encouraged this. With respect to numerically oriented models a division strategy appears to stand out as the preferred one.

  • 39.
    Johansson, Karoline
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Al-Talibi, Haidar
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nyman, Peter
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Student's reasoning in the process of mathematical proofsManuscript (preprint) (Other academic)
    Abstract [en]

    This study focuses on students' way of reasoning about a proof in mathematics. The experiences of teaching students in the beginning of their studies at universities show that students have an obstacle in using deductive methods. The students' activity was designed specifically to investigate their deductive ability and to see if they can develop their way of reasoning. The group activities and interviews follow the students from the beginning where they, with great enthusiasm, begin colouring maps as a first sketch to a complete proof. The well-known statement to prove is chosen from a field in mathematics that the students are unfamiliar with, namely graph theory. More precisely it concerns the number of possible colourings of maps. Some university students have problems with constructing proofs, but in many cases the teacher can help them to reach a deductive reasoning.

  • 40.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Development of students' concept images in analysis2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 1, no 4, p. 65-87Article in journal (Refereed)
    Abstract [en]

    Students’ pre-knowledge and conceptual development in analysis were investigated at a teacher education program to reveal what pre-knowledge endured and how the students perceived the concepts a year after the course had ended. Questionnaires and interviews were used to collect data. Two students’ results are presented in more detail in the article. The study was cognitively framed with the influence of situated theories to take as many aspects of concept development into account as possible. The students showed numerous connections between concepts, but they were often unable to discern valid links from invalid links. The perceived richness from many connections causes unjustifiably strong self-confidence which prevents further work with the concept. A tool for classification of the students’ connections between concepts resulted from the analysis.

  • 41.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Learning limits of functions, students’ conceptual development.2008Book (Other (popular science, discussion, etc.))
  • 42.
    Juter, Kristina
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Prospective teachers’ conceptions of analysis and beliefs about their impending profession.2010In: Proceedings of the 16th conference on Mathematical Views, MAVI16 2010., International Conference on Mathematical Views (MAVI), 2010Conference paper (Refereed)
  • 43.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Studenter lär sig gränsvärden.2009In: Matematikdidaktiska frågor- resultat från en forskarskola / [ed] G. Brandell, B. Grevholm, K. Wallby & H. Wallin, Göteborg: Göteborgs universitet: NCM , 2009, 1, p. 74-91Chapter in book (Other (popular science, discussion, etc.))
  • 44.
    Juter, Kristina
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Students’ concept development of limits.2008In: Proceedings of the V congress of the European society for research in mathematics education CERME 5 (2007). / [ed] D. Pitta-Pantazi & G. Philippou, 2008, p. 2320-2329Conference paper (Refereed)
  • 45.
    Juter, Kristina
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Students’ perceptions of limits2010In: The First Sourcebook on Nordic Research in Mathematics Education, Norway, Sweden, Iceland, Denmark and contributions from Finland. / [ed] B.Sriraman, S. C. Bergsten, Goodchild, S. Palsdottir, B. Dahl Sondergaard & L. Haapasalo, Charlotte: Information Age Publishing, 2010Chapter in book (Other academic)
  • 46.
    Juter, Kristina
    et al.
    Kristianstad University.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Begreppsbildning i sociala sammanhang: Att analysera matematisk aktivitet på två nivåer2011In: Matematikundervisning: Vetenskapliga perspektiv / [ed] Gerd Brandell, Astrid Pettersson, Stockholm: Stockholms universitets förlag, 2011, p. 41-64Chapter in book (Other academic)
  • 47.
    Karlsson, Natalia
    et al.
    Södertörn University, Sweden.
    Kilborn, Wiggo
    University of Gothenburg, Sweden.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teachers and student-teachers' challenges with addition and multiplication strategy problems2019In: Proceedings of the 43rd Conference of the International Groupfor the Psychology of Mathematics Education: Pretoria, South Africa, 7 – 12 July 2019 / [ed] Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale, IGPME , 2019, Vol. 4, p. 53-53Conference paper (Refereed)
    Abstract [en]

    The Swedish National Agency for Education emphasizes that students in grades 1-3 should be able to develop addition and multiplication strategies based on the properties of these operations before focusing on standard algorithms. This means that teachers need to understand student perceptions of these concepts in order to be able to develop instructions for promoting such strategies. According to Ball, Thames and Phelps (2008) teachers need mathematical knowledge to be able to meet such a demand. Other researchers recommend carrying out qualitative studies investigating a field experience of pre-service and in-service teachers. Since the in-service teachers’ knowledge depends on what they were taught in school themselves, we studied the teaching process in grade 3 in order to learn how they were initially introduced to addition and multiplication (Van Dooren, De Bock, & Verschaffel, 2010).

    The teaching process and teachers’ understanding of problems with multiplication content was studied in 3rd grade mathematics classrooms. This study investigated challenges faced by teachers when they went from interpretation to formulation of the multiplication problems. Data is drawn from three main sources: observation, interviews, field notes and video recordings. The data was analysed in a qualitative way, using variation theory (Marton, 2015). The analysis reveals that the participating teachers were more successful in using addition strategies than multiplication ones in problem development. For example, most teachers identified multiplication as a repeated addition. Consequently, they often missed important multiplication structures and their link to division. The results explain some reasons for difficulties in elementary mathematics experienced by in-service teachers and the consequences they lead to in their teaching. Teachers' understanding of mathematical concepts is crucial for their interpretation and setting of the example problems.

  • 48.
    Kilhamn, Cecilia
    et al.
    Göteborgs universitet.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Bokstäver som obekanta tal (åk 4-6)2014Other (Other academic)
  • 49.
    Kilhamn, Cecilia
    et al.
    Göteborgs universitet.
    Olteanu, Lucian
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Olika sätt att lösa ekvationer2013Other (Other academic)
  • 50.
    Larson, Niclas
    et al.
    Stockholms universitet.
    Sollervall, Håkan
    Linnaeus University, Faculty of Technology, Department of Mathematics. Malmö högskola.
    Analys av matematikundervisning med ATD2015Other (Other academic)
1234567 1 - 50 of 362
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