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Bergqvist, Ewa, Docentorcid.org/0000-0002-4727-8064

Open this publication in new window or tab >>Discourses of mathematical reasoning: analysis of three reform frameworks### Morgan, Candia

### Bergqvist, Ewa

### Adler, Jill

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_0_j_idt208_some",{id:"formSmash:j_idt204:0:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_0_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_0_j_idt208_otherAuthors",{id:"formSmash:j_idt204:0:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_0_j_idt208_otherAuthors",multiple:true}); 2024 (English)In: Proceedings of the British Society for Research into Learning Mathematics / [ed] T. Fujita, British society for reserach into learning mathematics , 2024, Vol. 44Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

British society for reserach into learning mathematics, 2024
##### National Category

Didactics Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-225437 (URN)
##### Conference

Day conference of BSRLM, British Society for Research into Learning Mathematics, Online, 2nd of March, 2024.
#####

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##### Funder

Swedish Research Council, 2021-04794
Available from: 2024-05-31 Created: 2024-05-31 Last updated: 2024-06-03Bibliographically approved

Institute of Education, University College London.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

University of Witwatersrand.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Curricula in many countries include mathematical reasoning as an aim, a competence or proficiency that students should acquire. This inclusion has been supported by wide dissemination of frameworks advocating reform that have arisen from the research community. We present the first part of a project aiming to investigate how ideas about reasoning originating in these frameworks are recontextualised in curricula, textbooks and classrooms. We analyse discourses about reasoning in three such frameworks, identifying how each characterises the nature of mathematical reasoning and the ways students are expected to relate to it. We also examine the extent to which reasoning is construed as a goal of mathematics education or as a means to achieving other goals. In this paper, we explain the methods used for analysing reasoning discourse and identify key findings from the analysis.

Open this publication in new window or tab >>Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment### Bach, Cecilie Carlsen

### Bergqvist, Ewa

### Jankvist, Uffe Thomas

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_1_j_idt208_some",{id:"formSmash:j_idt204:1:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_1_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_1_j_idt208_otherAuthors",{id:"formSmash:j_idt204:1:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_1_j_idt208_otherAuthors",multiple:true}); 2024 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 56, p. 543-557Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Springer Nature, 2024
##### Keywords

Digital tools, Dynamic geometry, Mathematical communication, Mathematical representations
##### National Category

Other Mathematics Didactics
##### Identifiers

urn:nbn:se:umu:diva-225318 (URN)10.1007/s11858-024-01575-x (DOI)001229220000001 ()2-s2.0-85193856393 (Scopus ID)
#####

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##### Funder

Independent Research Fund Denmark, 8018-00062B
Available from: 2024-06-10 Created: 2024-06-10 Last updated: 2024-10-29Bibliographically approved

University of Copenhagen, Copenhagen, Denmark.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Danish School of Education, Aarhus University, Aarhus, Denmark.

In mathematics, students’ abilities to make transformations between mathematical representations are fundamental. The recent implementation of digital technologies, such as Dynamic Geometry Environments (DGEs), have changed students’ access to mathematical representations by providing a variety of different representations, available just by pressing a button. Students use of a DGE may change their mathematical communication to become more dynamic and active. However, it is not clear how the use of DGEs and the change in communication style relate to more epistemological aspects of students’ mathematical work. This study, therefore, investigates the interplay between students’ dynamic mathematical communication and their transformations of mathematical representations when using a DGE from a competency perspective. Based on analyses of instances of lower secondary school students’ dynamic mathematical communication, findings indicate that students’ mathematical communication reflect the new ways of engaging with mathematical representations when using a DGE. Hence, the communication becomes dynamic. Theoretically, the complexity of having “continuous” transformations of mathematical representations may reduce the readiness of the mathematical communication competency. The “continuous” transformation may in fact cause students to unintentionally ascribe dynamic properties to mathematical representation.

Open this publication in new window or tab >>Applying a new framework of connections between mathematical symbols and natural language### Wikström Hultdin, Ulrika

### Bergqvist, Ewa

### Bergqvist, Tomas

### Vingsle, Lotta

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_2_j_idt208_some",{id:"formSmash:j_idt204:2:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_2_j_idt208_some",multiple:true}); ### Österholm, Magnus

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_2_j_idt208_otherAuthors",{id:"formSmash:j_idt204:2:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_2_j_idt208_otherAuthors",multiple:true}); Show others...PrimeFaces.cw("SelectBooleanButton","widget_formSmash_j_idt204_2_j_idt208_j_idt222",{id:"formSmash:j_idt204:2:j_idt208:j_idt222",widgetVar:"widget_formSmash_j_idt204_2_j_idt208_j_idt222",onLabel:"Hide others...",offLabel:"Show others..."}); 2023 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 72, article id 101097Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Elsevier, 2023
##### Keywords

Inter-semiotic connections, Mathematical communication, Mathematical notation, Multimodal communication, Semiotic resources, Spatial connections
##### National Category

Didactics Other Mathematics
##### Identifiers

urn:nbn:se:umu:diva-214590 (URN)10.1016/j.jmathb.2023.101097 (DOI)2-s2.0-85170711454 (Scopus ID)
#####

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##### Funder

Swedish Research Council, 2017-03577
Available from: 2023-09-28 Created: 2023-09-28 Last updated: 2024-07-02Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).

A reader of mathematical text must often switch between reading mathematical symbols and reading words. In this study, five different categories of structural connections between symbols and language, which invite such switches, are presented in a framework. The framework was applied in a study of Swedish mathematics textbooks, where 180 randomly selected pages from different educational stages were analyzed. The results showed a significant change in communication patterns as students progress through school. From a predomination of connections based on proximity found in year two, there is a gradual change to a predomination of symbols interwoven in sentences in year eight. Furthermore, more qualitative investigations of the different connections complemented the quantification, both through further explanations of the quantitative results, and through more examples of differences in communication patterns. The implications for readers of mathematics texts are discussed.

Open this publication in new window or tab >>Equivalence in multilanguage mathematics assessment### Theens, Frithjof

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Bergqvist, Ewa

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_3_j_idt208_some",{id:"formSmash:j_idt204:3:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_3_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_3_j_idt208_otherAuthors",{id:"formSmash:j_idt204:3:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_3_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 28, no 1-2, p. 7-29Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Göteborgs universitet, 2023
##### National Category

Didactics Pedagogical Work Mathematics
##### Identifiers

urn:nbn:se:umu:diva-161960 (URN)
#####

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##### Note

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Mid Sweden University, Sweden.

When mathematics tasks are used in multilanguage assessments, it is necessary that the task versions in the different languages are equivalent. The purpose of this study is to deepen the knowledge on different aspects of equivalence for mathematics tasks in multilanguage assessment. We analyze mathematics tasks from PISA 2012 given to students in English, German and Swedish. To measure formal equivalence, we examine three linguistic features of the task texts and compare between language versions. To measure functional equivalence, a Differential item functioning (DIF) analysis is conducted. In addition, we examine statistically if there is a relation between DIF and the differences regarding linguistic features. The results show that there is both DIF and differences regarding the linguistic features between different language versions for several PISA tasks. However, we found no statistical relation between the two phenomena.

Originally included in thesis in manuscript form with tite: "The relation between linguistic features and DIF in multilanguage mathematics assessments"

Available from: 2019-08-07 Created: 2019-08-07 Last updated: 2023-08-29Bibliographically approvedOpen this publication in new window or tab >>The role of implicit theoretical assumptions in empirical research### Bergqvist, Ewa

### Österholm, Magnus

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_4_j_idt208_some",{id:"formSmash:j_idt204:4:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_4_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_4_j_idt208_otherAuthors",{id:"formSmash:j_idt204:4:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_4_j_idt208_otherAuthors",multiple:true}); 2023 (English)In: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education: Volume 2 / [ed] Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach, Haifa: University of Haifa , 2023, Vol. 2, p. 107-114Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Haifa: University of Haifa, 2023
##### Series

Proceedings of the PME Conference, ISSN 0771-100X, E-ISSN 2790-3648
##### National Category

Didactics Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-212141 (URN)2-s2.0-85180759267 (Scopus ID)978-965-93112-2-4 (ISBN)
##### Conference

PME 46, the 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel, July 16-21, 2023
#####

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Available from: 2023-07-17 Created: 2023-07-17 Last updated: 2024-01-11Bibliographically approved

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Department of Mathematics and Science Education, Mid Sweden University.

There is much research on the role of theory in mathematics education research, at least from more overarching or theoretical perspectives. Micro analyses of the role of theory in particular research studies are rarer. We contribute by analysing one empirical study to allow for in-depth analyses and discussions around the role of theory in a specific case, concerning relationships between mathematics and reading. Our results show that studies that do not use an explicit theoretical model can still be strongly influenced by implicit theoretical assumptions. We conclude that it is important to identify existing theoretical assumptions in an empirical research study and try to convey them as clearly as possible, and we discuss specific issues concerning research on relationships between mathematics and reading.

Open this publication in new window or tab >>How textbooks in different school years give meaning to mathematical symbols### Bergqvist, Ewa

### Vingsle, Lotta

### Österholm, Magnus

### Bergqvist, Tomas

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_5_j_idt208_some",{id:"formSmash:j_idt204:5:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_5_j_idt208_some",multiple:true}); ### Wikström Hultdin, Ulrika

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_5_j_idt208_otherAuthors",{id:"formSmash:j_idt204:5:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_5_j_idt208_otherAuthors",multiple:true}); Show others...PrimeFaces.cw("SelectBooleanButton","widget_formSmash_j_idt204_5_j_idt208_j_idt222",{id:"formSmash:j_idt204:5:j_idt208:j_idt222",widgetVar:"widget_formSmash_j_idt204_5_j_idt208_j_idt222",onLabel:"Hide others...",offLabel:"Show others..."}); 2022 (English)In: Proceedings of the 45th conference of the international group for the psychology of mathematics education / [ed] Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas, Alicante: Psychology of Mathematics Education (PME) , 2022, Vol. 4, p. 178-Conference paper, Oral presentation with published abstract (Other academic)
##### Place, publisher, year, edition, pages

Alicante: Psychology of Mathematics Education (PME), 2022
##### Series

Proceedings of the PME Conference, ISSN 0771-100X, E-ISSN 2790-3648 ; PME45-2022
##### National Category

Didactics Other Mathematics
##### Identifiers

urn:nbn:se:umu:diva-219331 (URN)2-s2.0-85181394183 (Scopus ID)9788413021782 (ISBN)
##### Conference

45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain, July 18-23, 2022
#####

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Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-07-02Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Open this publication in new window or tab >>Mathematical communication when using DGE: Balancing between object and representations### Carlsen Bach, Cecilie

### Bergqvist, Ewa

### Jankvist, Uffe Thomas

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_6_j_idt208_some",{id:"formSmash:j_idt204:6:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_6_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_6_j_idt208_otherAuthors",{id:"formSmash:j_idt204:6:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_6_j_idt208_otherAuthors",multiple:true}); 2022 (English)In: Mathematics Education in Digital Age 3 (MEDA3): Proceedings of the 13th ERME Topic Conference (ETC13) / [ed] Hans-Georg Weigand; Ana Donevska-Todorova; Eleonora Faggiano; Paola Iannone; Janka Medová; Michal Tabach; Melih Turgut, Nitra: Constantine the Philosopher University in Nitra , 2022, p. 88-95Conference paper, Published paper (Refereed)
##### Abstract [en]

##### Place, publisher, year, edition, pages

Nitra: Constantine the Philosopher University in Nitra, 2022
##### Keywords

Mathematical communication, digital tools, dynamic geometry
##### National Category

Didactics
##### Research subject

didactics of mathematics
##### Identifiers

urn:nbn:se:umu:diva-206873 (URN)978-80-558-1912-9 (ISBN)
##### Conference

ETC13, the 13th ERME Topic Conference, Nitra, Slovakia, September 7-9, 2022
#####

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##### Note

Danish School of Education, Aarhus University, Denmark.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.

Danish School of Education, Aarhus University, Denmark.

When using a dynamic geometry environment, students’ mathematical communication may becomemore dynamic, shown by adverbs and verbs indicating activity or change. In this paper, three examples of students’ answers when using a DGE template are analysed through Duval’s (2017) semiotic register approach as well as the concept of dynamic mathematical communication. Results exemplify how students’ mathematical communication when using DGE may have a dynamic character (using words such as ‘drag’). Results also indicate that coordinating representations across four different registers is challenging, and students may focus on only performing treatments in one register. Furthermore, the students’ insightful readiness to communicate mathematically may be challenged in DGE settings.

This study is part of project 8018-00062B under Independent Research Fund Denmark.

Available from: 2023-04-19 Created: 2023-04-19 Last updated: 2023-04-19Bibliographically approvedOpen this publication in new window or tab >>Editoral### Bagger, Anette

### Holgersson, Ingemar

### Reikerås, Elin

### Bergqvist, Ewa

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_7_j_idt208_some",{id:"formSmash:j_idt204:7:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_7_j_idt208_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_7_j_idt208_otherAuthors",{id:"formSmash:j_idt204:7:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_7_j_idt208_otherAuthors",multiple:true}); 2020 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, no 3-4, p. 1-5Article in journal, Editorial material (Refereed) Published
##### Place, publisher, year, edition, pages

Göteborg: Institutionen för ämnesdidaktik, Göteborgs universitet, 2020
##### Keywords

Mathematics education, Special needs
##### National Category

Pedagogy
##### Research subject

Education
##### Identifiers

urn:nbn:se:umu:diva-207780 (URN)
#####

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#####

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Available from: 2023-05-08 Created: 2023-05-08 Last updated: 2023-05-08Bibliographically approved

Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.

Kristianstad University, Kristianstad, Sweden.

University of Stavanger, Stavanger, Norway.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.

Open this publication in new window or tab >>How mathematical symbols and natural language are integrated in textbooks### Bergqvist, Ewa

### Bergqvist, Tomas

### Vingsle, Lotta

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Wikström Hultdin, Ulrika

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_some",{id:"formSmash:j_idt204:8:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_some",multiple:true}); ### Österholm, Magnus

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_otherAuthors",{id:"formSmash:j_idt204:8:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_otherAuthors",multiple:true}); Show others...PrimeFaces.cw("SelectBooleanButton","widget_formSmash_j_idt204_8_j_idt208_j_idt222",{id:"formSmash:j_idt204:8:j_idt208:j_idt222",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_j_idt222",onLabel:"Hide others...",offLabel:"Show others..."}); 2020 (English)Conference paper, Oral presentation only (Other academic)
##### Abstract [en]

##### National Category

Didactics
##### Identifiers

urn:nbn:se:umu:diva-168100 (URN)
##### Conference

MADIF-12, The twelfth Research Seminar in Mathematics Education by SMDF, Växjö, Sweden, January 14-15, 2020.
#####

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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_j_idt385",{id:"formSmash:j_idt204:8:j_idt208:j_idt385",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_j_idt385",multiple:true});
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_8_j_idt208_j_idt391",{id:"formSmash:j_idt204:8:j_idt208:j_idt391",widgetVar:"widget_formSmash_j_idt204_8_j_idt208_j_idt391",multiple:true});
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##### Funder

Swedish Research Council, 2017-03577
Available from: 2020-02-17 Created: 2020-02-17 Last updated: 2024-07-02Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Chemistry.

In mathematical text and talk, natural language is a constant companion to mathematical symbols. The purpose of this study is to identify different types of relations between natural language and symbolic language in mathematics textbooks. Here we focus on the level of integration. We have identified examples of high integration (e.g., when symbols are part of a sentence), medium integration (e.g., when the shifts between natural and symbolic language occurs when switching to a new line), and low integration (e.g., when symbols and written words are connected by the layout).

Open this publication in new window or tab >>How mathematical symbols and natural language are used in teachers’ presentations### Bergqvist, Ewa

### Bergqvist, Tomas

### Vingsle, Lotta

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).### Wikström Hultdin, Ulrika

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_some",{id:"formSmash:j_idt204:9:j_idt208:some",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_some",multiple:true}); ### Österholm, Magnus

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_otherAuthors",{id:"formSmash:j_idt204:9:j_idt208:otherAuthors",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_otherAuthors",multiple:true}); Show others...PrimeFaces.cw("SelectBooleanButton","widget_formSmash_j_idt204_9_j_idt208_j_idt222",{id:"formSmash:j_idt204:9:j_idt208:j_idt222",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt222",onLabel:"Hide others...",offLabel:"Show others..."}); 2020 (English)Conference paper, Oral presentation only (Other academic)
##### Abstract [en]

##### National Category

Didactics
##### Identifiers

urn:nbn:se:umu:diva-168106 (URN)
##### Conference

MADIF-12, The twelfth Research Seminar in Mathematics Education by SMDF, Växjö, Sweden, January 14-15, 2020.
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt379",{id:"formSmash:j_idt204:9:j_idt208:j_idt379",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt379",multiple:true});
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt385",{id:"formSmash:j_idt204:9:j_idt208:j_idt385",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt385",multiple:true});
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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt204_9_j_idt208_j_idt391",{id:"formSmash:j_idt204:9:j_idt208:j_idt391",widgetVar:"widget_formSmash_j_idt204_9_j_idt208_j_idt391",multiple:true});
#####

##### Funder

Swedish Research Council, 2017-03577
Available from: 2020-02-17 Created: 2020-02-17 Last updated: 2024-07-02Bibliographically approved

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.

Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Chemistry.

In this study, we examine how the use of natural language varies, considering the symbolic language in procedural and conceptual aspects of mathematics.

Edmonds-Wathen, C., Bergqvist, E. & Österholm, M. (2016). Framework of linguistic properties to compare mathematics tasks in different languages. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), 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. Paper presented at MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 (pp. 146-146). Göteborgs universitet