Umeå University's logo

umu.sePublications
Change search
ExportLink to record
Permanent link

Direct link
BETA

Project

Project type/Form of grant
Project grant
Title [sv]
Digitala läromedel i matematik: Aspekter av betydelse för för elevers interaktion med den multimodala texten
Title [en]
Mathematics teaching material in a digital environment: Aspects of importance in relation to students' interaction with multimodal text
Abstract [en]
The overall purpose of this project is to contribute to research concerning how multimodal resources in mathematics teaching material in digital environments can provide opportunities for learning, but also entail potential challenges.In a first phase, year one, contemporary digital teaching materials are analysed. In the second phase, which builds on the first phase, a series of episodes from teaching materials will be developed and tried out with students. The analyses rest on an analytic frame in three layers regarding layout, cohesion and acts of communication. Quantitative analyses according to the three analytical layers are possible since for each layer, different versions of the episodes are developed and tested. Data will be collected in the form of eye-tracking statistics and through interviews with stimulated recall. Statistical as well as qualitative analyses of how the students interact with the episodes depending on textual features and depending on gender and previous digital experience will contribute robust knowledge about teaching materials in a digital environment. This project will provide deepened understanding about students’ interaction with digital teaching material in mathematics. Detailed results about whether text and reading behaviour may be part of the explanation to differences in performance depending on gender and previous digital experiences, will also be a result. The applicants contribute equally throughout the project.
Publications (7 of 7) Show all publications
Dyrvold, A. & Bergvall, I. (2024). Digital teaching platforms: the use of dynamic functions to express mathematical content. Scandinavian Journal of Educational Research, 68(5), 861-877
Open this publication in new window or tab >>Digital teaching platforms: the use of dynamic functions to express mathematical content
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 68, no 5, p. 861-877Article in journal (Refereed) Published
Abstract [en]

This article explores how seven Swedish digital teaching platforms in mathematics make use of the affordances provided by various modalities and dynamic functions. A model based on social semiotics is used to analyse how dynamic functions are used, whether or not the language is technically oriented, if relational or operational processes are emphasised, and the logic in the text. The analysis focuses on how the dynamic elements in teaching materials are used and potential consequences of their use. The results reveal a tendency to predominantly allocate dynamic and interactive elements to tasks related to theoretical parts and examples, and also that the most common dynamic element, film, has substantial potential to support meaning-making in several respects. For example, a voice-over can easily contribute a personal touch, add further logic to the content, or give an explanation based on an operational process.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Film, digital teaching material, social semiotics, multimodality, drag-and-drop
National Category
Didactics
Research subject
Education; Mathematics
Identifiers
urn:nbn:se:umu:diva-213138 (URN)10.1080/00313831.2023.2196555 (DOI)000962583600001 ()2-s2.0-85151430990 (Scopus ID)
Funder
Swedish Research Council, 2019-05005
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2025-05-28Bibliographically approved
Dyrvold, A. & Bergvall, I. (2023). Computer-based assessment in mathematics: Issues about validity. LUMAT: International Journal on Math, Science and Technology Education, 11(3), 49-76
Open this publication in new window or tab >>Computer-based assessment in mathematics: Issues about validity
2023 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 11, no 3, p. 49-76Article in journal (Refereed) Published
Abstract [en]

Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.

Place, publisher, year, edition, pages
University of Helsinki; LUMA Centre Finland, 2023
Keywords
computer-based assessment, dynamic, interactive, validity, transfer
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-214960 (URN)10.31129/LUMAT.11.3.1877 (DOI)
Funder
Swedish Research Council, 2019-05005
Note

Special issue: Technology in Mathematics Education.

Available from: 2023-10-05 Created: 2023-10-05 Last updated: 2023-10-05Bibliographically approved
Dyrvold, A. & Bergvall, I. (2023). Static, dynamic and interactive elements in digital teaching materials in mathematics: how do they foster interaction, exploration and persistence?. LUMAT: International Journal on Math, Science and Technology Education, 11(3), 103-131
Open this publication in new window or tab >>Static, dynamic and interactive elements in digital teaching materials in mathematics: how do they foster interaction, exploration and persistence?
2023 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 11, no 3, p. 103-131Article in journal (Refereed) Published
Abstract [en]

Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were ‘books as pdf’ with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students’ learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students’ interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students’ attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested.

Place, publisher, year, edition, pages
University of Helsinki, 2023
Keywords
feedback, dynamic, attention, film, eye-tracking
National Category
Didactics Educational Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-217173 (URN)10.31129/LUMAT.11.3.1941 (DOI)
Funder
Swedish Research Council, 2019-05005
Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2025-02-18Bibliographically approved
Dyrvold, A. (2022). Missed opportunities in digital teaching platforms: under-use of interactive and dynamic elements. The Journal of computers in mathematics and science teaching, 41(2), 135-161
Open this publication in new window or tab >>Missed opportunities in digital teaching platforms: under-use of interactive and dynamic elements
2022 (English)In: The Journal of computers in mathematics and science teaching, ISSN 0731-9258, E-ISSN 1943-5908, Vol. 41, no 2, p. 135-161Article in journal (Refereed) Published
Abstract [en]

Digital media offer new opportunities to visualise mathematics and to engage students in interactive activities. The launching of digital teaching platforms in mathematics has, however, been met with some hesitation, and printed textbooks still play a substantial role in classrooms. This study addresses questions about how affordances of the digital media are utilised in contemporary digital teaching platforms in mathematics. An analysis using a typology capturing variation in interactivity and dynamics reveals substantial influence from textbooks on the design of digital teaching platforms. Static features and lecture-like films are mainly used when new concepts are introduced; whereas interactive activities are most common in tasks. When it comes to mathematical processes, there is a tendency to use a combination of different types of elements when relations between mathematical objects are in focus, as opposed to when the focus is on “doing”, which indicates that digital features are utilised where most needed. The sparse use of dynamic and interactive features is discussed, and some suggestions are made for the development of digital teaching platforms.

Place, publisher, year, edition, pages
Association for the Advancement of Computing in Education, 2022
Keywords
Textbook, mathematics, digital, dynamic, interactive
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-213130 (URN)
Funder
Swedish Research Council, 2019-05005
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-08-24Bibliographically approved
Dyrvold, A. & Bergvall, I. (2022). The role of dynamic elements in digital teaching platforms: an investigation of students' reading behaviour. In: Jeremy Hodgen; Eirini Geraniou; Giorgio Bolondi; Federica Ferretti (Ed.), Proceedings of the twelfth congress of the European society for research in mathematics education: . Paper presented at CERME12, 12th Congress of the European Society for Research in Mathematics Education, online, February 2-5, 2022 (pp. 3976-3983). Free University of Bozen-Bolzano; ERME
Open this publication in new window or tab >>The role of dynamic elements in digital teaching platforms: an investigation of students' reading behaviour
2022 (English)In: Proceedings of the twelfth congress of the European society for research in mathematics education / [ed] Jeremy Hodgen; Eirini Geraniou; Giorgio Bolondi; Federica Ferretti, Free University of Bozen-Bolzano; ERME , 2022, p. 3976-3983Conference paper, Published paper (Refereed)
Abstract [en]

The use of digital teaching materials in mathematics education has gained ground since the first introductions of various hard-and software. A distinguishing feature for digital teaching materials is the possibility to offer interactive and dynamic elements. In this study, eye-tracking is used to explore students' reading behaviour when working with mathematics items in a digital environment. In particular, the focus is laid on how students read depending on the extent to which the items offer dynamic elements. Analysis of data from the eye-tracking in combination with students' responses in the interviews provide a broad picture of different types of challenges that students may face in working with dynamic elements. The results also reveal that commonly used dynamic elements as films or feedback on given answers are valuable because users emphasize them as useful and informative.

Place, publisher, year, edition, pages
Free University of Bozen-Bolzano; ERME, 2022
Keywords
mathematics, eye tracking, feedback, stimulated recall
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-213141 (URN)9791221025378 (ISBN)
Conference
CERME12, 12th Congress of the European Society for Research in Mathematics Education, online, February 2-5, 2022
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-08-24Bibliographically approved
Dyrvold, A. & Bergvall, I. (2022). Using heat maps from eye tracking in stimulated recall interviews. In: Linda Mattsson; Johan Häggström; Martin Carlsen; Cecilia Kilhamn; Hanna Palmér; Miguel Perez (Ed.), The relation between mathematics education research and teachers’ professional development: Proceedings of MADIF 13. The thirteenth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, 2022. Paper presented at Madif-13, The relation between mathematics education research and teachers’ professional development, Växjö, 29-30 March 2022 (pp. 133-133).
Open this publication in new window or tab >>Using heat maps from eye tracking in stimulated recall interviews
2022 (English)In: The relation between mathematics education research and teachers’ professional development: Proceedings of MADIF 13. The thirteenth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, 2022 / [ed] Linda Mattsson; Johan Häggström; Martin Carlsen; Cecilia Kilhamn; Hanna Palmér; Miguel Perez, 2022, p. 133-133Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This presentation discusses students’ interpretations of heat maps from eye tracking. Heat maps are often referred to as ‘just’ eye candy because of their appealing nature and the somewhat ‘hidden’ data. Undoubtedly, there is valuable information in these visualisations and if attention is paid when conclusions are drawn, the data is a useful complement to quantitative measures. We explore pros and cons when using heat maps in stimulated recall interviews and contrast this method to stimulated recall using videos or the use of think aloud protocols. A conclusion is that the heat map can attract attention to what actually happened and thereby evoke valuable references to thought processes, but at the same time it may draw attention to actions instead of to reasoning and thoughts because the image represents the reader’s activity (“I looked at…”).

Series
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 16
Keywords
Read, mathematics, digital, dynamic, interactive
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-213142 (URN)978-91-984024-5-2 (ISBN)
Conference
Madif-13, The relation between mathematics education research and teachers’ professional development, Växjö, 29-30 March 2022
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-08-24Bibliographically approved
Bergvall, I. & Dyrvold, A. (2021). A model for analysing digital mathematics teaching material from a social semiotic perspective. Designs for Learning, 13(1), 1-7
Open this publication in new window or tab >>A model for analysing digital mathematics teaching material from a social semiotic perspective
2021 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 13, no 1, p. 1-7Article in journal (Refereed) Published
Abstract [en]

The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.

Place, publisher, year, edition, pages
Stockholm University Press, 2021
Keywords
dynamic, offered meaning, distance learning, semiotic resources, film
National Category
Pedagogy
Research subject
Education; Mathematics; Linguistics
Identifiers
urn:nbn:se:umu:diva-213121 (URN)10.16993/dfl.167 (DOI)
Funder
Swedish Research Council, 2019-05005
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-08-24Bibliographically approved
Principal InvestigatorDyrvold, Anneli
Coordinating organisation
Umeå University
Funder
Period
2020-01-01 - 2023-12-31
National Category
Didactics
Identifiers
DiVA, id: project:3080Project, id: 2019-05005

Search in DiVA

Didactics

Search outside of DiVA

GoogleGoogle Scholar