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Bergqvist, T., Liljekvist, Y., van Bommel, J. & Österholm, M. (2017). Evaluation of a large scale professional development program: Vol 2. In: Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Ed.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, 17-22 July, 2017 (pp. 153-160). Singapore: The International Group for the Psychology of Mathematics Education, 2
Åpne denne publikasjonen i ny fane eller vindu >>Evaluation of a large scale professional development program: Vol 2
2017 (engelsk)Inngår i: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education / [ed] Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H., Singapore: The International Group for the Psychology of Mathematics Education , 2017, Vol. 2, s. 153-160Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports on a par of an evaluation of the professional development program (PDP) Boost for Mathematics in Sweden. Around 200 mathematics lessons were observed, and the teachers were interviewed after each lesson. The findings indicate that the PDP has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice had improved and now gives the students better possibilities to develop the competencies. The results also show that these improvements are still present one year after the program had ended. 

sted, utgiver, år, opplag, sider
Singapore: The International Group for the Psychology of Mathematics Education, 2017
Serie
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X ; 41
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-138200 (URN)9781387136117 (ISBN)
Konferanse
The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, 17-22 July, 2017
Prosjekter
Utvärdering av resultatet från ett nationellt fortbildningsprogram för matematiklärare (Matematiklyftet)
Tilgjengelig fra: 2017-08-15 Laget: 2017-08-15 Sist oppdatert: 2018-06-20bibliografisk kontrollert
Bergqvist, E. & Bergqvist, T. (2017). The role of the formal written curriculum in standards-based reform. Journal of Curriculum Studies, 49(2), 149-168
Åpne denne publikasjonen i ny fane eller vindu >>The role of the formal written curriculum in standards-based reform
2017 (engelsk)Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, nr 2, s. 149-168Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

More than 15 years after the introduction of a standards-based curriculum reform, the mathematics teachers are positive towards the reform message but have not changed their classroom practice accordingly. To improve the impact of future reforms, it is important to learn from this situation and to better understand the role of the national policy documents. The purpose of this study is therefore to examine how the standards-based reform in mathematics in Sweden was conveyed in the formal written curriculum. The research questions focus on to what extent and how clearly the national policy documents convey the message. The results show that the message is present to a large extent in the policy documents, but that it is vague and formulated with complex wording. The study gives concrete examples and shows in detail in what ways the documents are vague and complex.

Emneord
Policy documents, content analysis, mathematical competencies, assimilation, clarity, accommodation
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-122460 (URN)10.1080/00220272.2016.1202323 (DOI)000395626400003 ()
Forskningsfinansiär
Swedish Research Council, 2007-375-50893-28
Tilgjengelig fra: 2016-06-17 Laget: 2016-06-17 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Österholm, M., Bergqvist, T., Liljekvist, Y. & van Bommel, J. (2016). Utvärdering av Matematiklyftets resultat: slutrapport. Umeå: Umeå universitet
Åpne denne publikasjonen i ny fane eller vindu >>Utvärdering av Matematiklyftets resultat: slutrapport
2016 (svensk)Rapport (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2016. s. 123
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-128160 (URN)978-91-7601-599-5 (ISBN)
Tilgjengelig fra: 2016-11-25 Laget: 2016-11-25 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Bergqvist, T. & Lithner, J. (2016). Why is learning via creative reasoning effective?. In: Csíkos, C., Rausch, A., & Szitányi, J. (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at PME 40, The 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary. Szeged: PME
Åpne denne publikasjonen i ny fane eller vindu >>Why is learning via creative reasoning effective?
2016 (engelsk)Inngår i: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged: PME , 2016Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Szeged: PME, 2016
Emneord
Mathematical reasoning, Creative reasoning, Algorithmic reasoning
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-124740 (URN)
Eksternt samarbeid:
Konferanse
PME 40, The 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary
Prosjekter
Att lära matematik genom imitativa och kreativa resonemang
Tilgjengelig fra: 2016-08-23 Laget: 2016-08-23 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Bergqvist, T., Remillard, J. & Van Steenbrugge, H. (2015). Balancing educative and directive guidance in teacher guides in three teaching cultures. In: Beswick, K., Muir, T., & Wells, J. (Ed.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 39th Conference of the International Group for the Psychology of Mathematics Education (pp. 149-149). Hobart, Australia: PME, 1
Åpne denne publikasjonen i ny fane eller vindu >>Balancing educative and directive guidance in teacher guides in three teaching cultures
2015 (engelsk)Inngår i: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education / [ed] Beswick, K., Muir, T., & Wells, J., Hobart, Australia: PME , 2015, Vol. 1, s. 149-149Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Teacher guides in mathematics from three cultural regions (Sweden, Flanders and the US) were analyzed concerning directive and educative guidance. Directive guidance is when the teacher guide clearly states what the teacher or the students are supposed to do. Educative guidance is when the teacher guide supports the teacher with information about student thinking, mathematical issues and similar. The results show that teacher guides from Flanders are more directive and the US together with one of two Swedish teacher guides are quite balanced. The second Swedish teacher guide stands out in being more educative than directive. This coincides with our understanding of the teaching traditions in the three regions.

sted, utgiver, år, opplag, sider
Hobart, Australia: PME, 2015
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-107216 (URN)
Konferanse
The 39th Conference of the International Group for the Psychology of Mathematics Education
Prosjekter
Lärarhandledningar i matematik - en interkulturell analys
Tilgjengelig fra: 2015-08-24 Laget: 2015-08-20 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Remillard, J., Van Steenbrugge, H. & Bergqvist, T. (2014). A cross-cultural analysis of the voice of curriculum materials. In: Keith Jones and Christian Bokhove and Geoffrey Howson and Lianghuo Fan (Ed.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014): . Paper presented at ICMT-2014, the International Conference on Mathematics Textbook Research and Development (pp. 395-400). Southampton: University of Southampton
Åpne denne publikasjonen i ny fane eller vindu >>A cross-cultural analysis of the voice of curriculum materials
2014 (engelsk)Inngår i: Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) / [ed] Keith Jones and Christian Bokhove and Geoffrey Howson and Lianghuo Fan, Southampton: University of Southampton , 2014, s. 395-400Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper presents a cross-cultural analysis of how authors of elementary mathematics curriculum materials communicate with teachers and what they communicate about, focusing on six teacher’s guides from three distinct school systems, Flanders, U.S. and Sweden. Findings revealed distinct differences between approaches common to each cultural context that relate to different educational traditions. These findings point to differing assumptions about the knowledge needed by teachers to enact instruction. Further research is needed to explore these patterns qualitatively and consider teachers’ use of these materials when planning and enacting instruction. 

sted, utgiver, år, opplag, sider
Southampton: University of Southampton, 2014
Emneord
textbook analysis, teacher guides, cross-cultural study, Flanders, USA, Sweden
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-101924 (URN)9780854329847 (ISBN)9780854329854 (ISBN)
Konferanse
ICMT-2014, the International Conference on Mathematics Textbook Research and Development
Prosjekter
Lärarhandledningar i matematik - en interkulturell analys
Tilgjengelig fra: 2015-04-16 Laget: 2015-04-16 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T. & Palmberg, B. (2014). Developing mathematical competence: from the intended to the enacted curriculum. Journal of Mathematical Behavior, 33, 72-87
Åpne denne publikasjonen i ny fane eller vindu >>Developing mathematical competence: from the intended to the enacted curriculum
Vise andre…
2014 (engelsk)Inngår i: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, s. 72-87Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

sted, utgiver, år, opplag, sider
JAI Press Ltd, 2014
Emneord
Mathematical competence Interpretation of competency goals Reform Learning opportunities, Classroom observation, Teacher interviews, Conceptual belief change
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-82884 (URN)10.1016/j.jmathb.2013.10.001 (DOI)
Prosjekter
Nationella matematikprov som katalysator för implementering av utbildningsreformer
Forskningsfinansiär
Swedish Research Council, 2007-375-50893-28
Tilgjengelig fra: 2013-11-12 Laget: 2013-11-12 Sist oppdatert: 2018-06-08bibliografisk kontrollert
Van Steenbrugge, H. & Bergqvist, T. (2014). Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address. In: AERA Online Paper Repository: . Paper presented at Annual Meeting of the American Educational Research Association 2014.
Åpne denne publikasjonen i ny fane eller vindu >>Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address
2014 (engelsk)Inngår i: AERA Online Paper Repository, 2014Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper studies how elementary mathematics curriculum programs can be designed to accommodate a flexible use by a range of teachers. We do so by analyzing three design principles: the provision of multiple entry points, the adoption of a resource-centric material design, and the allowance for flexibility across lessons and units that group lessons. These design principles are examined by describing three forms of address: the look, voice and structure of the curriculum programs. The analysis relates to six curriculum programs from three countries that vary in a number of ways. As such, we aim to provide useful instances that add to our knowledge of designing curriculum programs as tools for the design of teaching. 

Emneord
Mathematics education, Teacher guides, international comparison
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-99180 (URN)
Konferanse
Annual Meeting of the American Educational Research Association 2014
Prosjekter
Lärarhandledningar i matematik - en interkulturell analys
Tilgjengelig fra: 2015-02-04 Laget: 2015-02-04 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Bergqvist, T. (2014). Problemlösning i Nämnaren under 2000-talet. In: Karin Wallby, Ulrika Dahlberg, Ola Helenius, Johan Häggström och Anders Wallby (Ed.), NTema 10: Matematik – undervisning i praktiken (pp. 270-275). Göteborg: Nationellt centrum för matematikutbildning (NCM)
Åpne denne publikasjonen i ny fane eller vindu >>Problemlösning i Nämnaren under 2000-talet
2014 (svensk)Inngår i: NTema 10: Matematik – undervisning i praktiken / [ed] Karin Wallby, Ulrika Dahlberg, Ola Helenius, Johan Häggström och Anders Wallby, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014, s. 270-275Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
Abstract [sv]

Med utgångspunkt i ett stort antal artiklar om problemlösning i de 15 senaste årens Nämnaren diskuteras i artikeln några intressanta problem och problemlösningens roll i skolans matematikundervisning.

sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
Emneord
Problemlösning, matematikundervisning
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-86737 (URN)978-91-85143-24-5 (ISBN)
Tilgjengelig fra: 2014-03-06 Laget: 2014-03-06 Sist oppdatert: 2018-06-08bibliografisk kontrollert
Bergqvist, T. (2013). Podcasting mathematics. The International Journal for Technology in Mathematics Education, 20(4), 147-155
Åpne denne publikasjonen i ny fane eller vindu >>Podcasting mathematics
2013 (engelsk)Inngår i: The International Journal for Technology in Mathematics Education, ISSN 1744-2710, E-ISSN 2045-2519, Vol. 20, nr 4, s. 147-155Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this study podcasts, i.e. short video clips, were analysed to ascertain how mathematical competencies were addressed. We analysed how the mathematical content was presented in the podcasts, and then how these characterizations related to eight students’ interest to learn mathematics. The mathematical presentations was analysed using the Mathematical Competencies Research Framework (Lithner et al., 2010). The results indicate that podcasts that address several mathematical competencies receive overall higher grades by the students in the study.

sted, utgiver, år, opplag, sider
Research Information, 2013
Emneord
Podcasting, YouTube, mathematics, competencies, motivation.
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-60437 (URN)
Eksternt samarbeid:
Tilgjengelig fra: 2012-10-11 Laget: 2012-10-11 Sist oppdatert: 2018-06-08bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-2531-5992