umu.sePublications

References$(function(){PrimeFaces.cw("TieredMenu","widget_formSmash_upper_j_idt147",{id:"formSmash:upper:j_idt147",widgetVar:"widget_formSmash_upper_j_idt147",autoDisplay:true,overlay:true,my:"left top",at:"left bottom",trigger:"formSmash:upper:referencesLink",triggerEvent:"click"});}); $(function(){PrimeFaces.cw("OverlayPanel","widget_formSmash_upper_j_idt148_j_idt150",{id:"formSmash:upper:j_idt148:j_idt150",widgetVar:"widget_formSmash_upper_j_idt148_j_idt150",target:"formSmash:upper:j_idt148:permLink",showEffect:"blind",hideEffect:"fade",my:"right top",at:"right bottom",showCloseIcon:true});});

On Aspects of Mathematical Reasoning: Affect and GenderPrimeFaces.cw("AccordionPanel","widget_formSmash_some",{id:"formSmash:some",widgetVar:"widget_formSmash_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_all",{id:"formSmash:all",widgetVar:"widget_formSmash_all",multiple:true});
function selectAll()
{
var panelSome = $(PrimeFaces.escapeClientId("formSmash:some"));
var panelAll = $(PrimeFaces.escapeClientId("formSmash:all"));
panelAll.toggle();
toggleList(panelSome.get(0).childNodes, panelAll);
toggleList(panelAll.get(0).childNodes, panelAll);
}
/*Toggling the list of authorPanel nodes according to the toggling of the closeable second panel */
function toggleList(childList, panel)
{
var panelWasOpen = (panel.get(0).style.display == 'none');
// console.log('panel was open ' + panelWasOpen);
for (var c = 0; c < childList.length; c++) {
if (childList[c].classList.contains('authorPanel')) {
clickNode(panelWasOpen, childList[c]);
}
}
}
/*nodes have styleClass ui-corner-top if they are expanded and ui-corner-all if they are collapsed */
function clickNode(collapse, child)
{
if (collapse && child.classList.contains('ui-corner-top')) {
// console.log('collapse');
child.click();
}
if (!collapse && child.classList.contains('ui-corner-all')) {
// console.log('expand');
child.click();
}
}
PrimeFaces.cw("AccordionPanel","widget_formSmash_responsibleOrgs",{id:"formSmash:responsibleOrgs",widgetVar:"widget_formSmash_responsibleOrgs",multiple:true}); 2009 (English)Doctoral thesis, comprehensive summary (Other academic)
##### Abstract [en]

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

Umeå: Print & Media, Umeå University , 2009. , 39 p.
##### Series

Doctoral thesis / Umeå University, Department of Mathematics, ISSN 1102-8300 ; 41
##### Keyword [en]

affect, beliefs, gender, mathematical reasoning, problem solving, upper secondary school
##### National Category

Other Mathematics
##### Research subject

didactics of mathematics
##### Identifiers

URN: urn:nbn:se:umu:diva-22437ISBN: 978-91-7264-791-6OAI: oai:DiVA.org:umu-22437DiVA: diva2:216376
##### Public defence

2009-06-01, MA 121, MIT-huset, Umeå universitet, Umeå, 13:15 (English)
##### Opponent

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt388",{id:"formSmash:j_idt388",widgetVar:"widget_formSmash_j_idt388",multiple:true});
##### Supervisors

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt394",{id:"formSmash:j_idt394",widgetVar:"widget_formSmash_j_idt394",multiple:true});
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt400",{id:"formSmash:j_idt400",widgetVar:"widget_formSmash_j_idt400",multiple:true});
Available from: 2009-05-11 Created: 2009-05-08 Last updated: 2009-05-11Bibliographically approved
##### List of papers

This thesis explores two aspects of mathematical reasoning: affect and gender. I started by looking at the reasoning of upper secondary students when solving tasks. This work revealed that when not guided by an interviewer, algorithmic reasoning, based on memorising algorithms which may or may not be appropriate for the task, was predominant in the students reasoning. Given this lack of mathematical grounding in students reasoning I looked in a second study at what grounds they had for different strategy choices and conclusions. This qualitative study suggested that beliefs about safety, expectation and motivation were important in the central decisions made during task solving. But are reasoning and beliefs gendered? The third study explored upper secondary school teachers conceptions about gender and students mathematical reasoning. In this study I found that upper secondary school teachers attributed gender symbols including insecurity, use of standard methods and imitative reasoning to girls and symbols such as multiple strategies especially on the calculator, guessing and chance-taking were assigned to boys. In the fourth and final study I found that students, both male and female, shared their teachers view of rather traditional feminities and masculinities. Remarkably however, this result did not repeat itself when students were asked to reflect on their own behaviour: there were some discrepancies between the traits the students ascribed as gender different and the traits they ascribed to themselves. Taken together the thesis suggests that, contrary to conceptions, girls and boys share many of the same core beliefs about mathematics, but much work is still needed if we should create learning environments that provide better opportunities for students to develop beliefs that guide them towards well-grounded mathematical reasoning.

1. Upper secondary students’ task reasoning$(function(){PrimeFaces.cw("OverlayPanel","overlay146523",{id:"formSmash:j_idt437:0:j_idt441",widgetVar:"overlay146523",target:"formSmash:j_idt437:0:partsLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

2. A reason to believe: beliefs as an influence on students task solving$(function(){PrimeFaces.cw("OverlayPanel","overlay216339",{id:"formSmash:j_idt437:1:j_idt441",widgetVar:"overlay216339",target:"formSmash:j_idt437:1:partsLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

3. Teachers' conceptions about students' mathematical reasoning: Gendered or not?$(function(){PrimeFaces.cw("OverlayPanel","overlay216341",{id:"formSmash:j_idt437:2:j_idt441",widgetVar:"overlay216341",target:"formSmash:j_idt437:2:partsLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

4. Upper secondary school students' gendered conceptions about mathematics$(function(){PrimeFaces.cw("OverlayPanel","overlay216342",{id:"formSmash:j_idt437:3:j_idt441",widgetVar:"overlay216342",target:"formSmash:j_idt437:3:partsLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

References$(function(){PrimeFaces.cw("TieredMenu","widget_formSmash_lower_j_idt1106",{id:"formSmash:lower:j_idt1106",widgetVar:"widget_formSmash_lower_j_idt1106",autoDisplay:true,overlay:true,my:"left top",at:"left bottom",trigger:"formSmash:lower:referencesLink",triggerEvent:"click"});}); $(function(){PrimeFaces.cw("OverlayPanel","widget_formSmash_lower_j_idt1107_j_idt1109",{id:"formSmash:lower:j_idt1107:j_idt1109",widgetVar:"widget_formSmash_lower_j_idt1107_j_idt1109",target:"formSmash:lower:j_idt1107:permLink",showEffect:"blind",hideEffect:"fade",my:"right top",at:"right bottom",showCloseIcon:true});});