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  • 1.
    Andersson, Catarina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boström, Erika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Formative assessment in Swedish mathematics classroom practice2017Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, nr 1, s. 5-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research shows that substantial learning gains are possible through the use of formative assessment. However, little is known about Swedish mathematics teachers’ use of formative assessment, and thus about the possible value of professional development programmes. This study uses teacher interviews and classroom observations to examine the classroom practice of 38 randomly selected primary and secondary school teachers in a mid-sized Swedish municipality. A framework of formative assessment comprising one big idea and five Key strategies structured the analysis. The study identifies characteristics of current formative assessment practices. The results show that the teachers do use a variety of formative assessment activities, but also that there is much room for development towards a more effective formative classroom practice. 

  • 2.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 1, s. 47-69Artikel i tidskrift (Refereegranskat)
  • 3.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Gymnasieelever undersöker ett matematiskt begrepp med grafräknare1999Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 7, nr 3-4, s. 35-60Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln beskriver ett försök där gymnasieelever får undersöka faktorisering av andragradspolynom med hjälp av grafiska representationer av funktioner. Eleverna leds in i ett för dem nytt arbetssätt, där de tillsammans med en lärare får arbeta med ett antal uppgifter med hjälp av en grafräknare. Resultaten visar att eleverna kommer med egna hypoteser och an­vänder grafräknaren på eget initiativ i vissa situationer. Resultaten visar också att eleverna i för­söket i viss mån kunde använda grafräkna­ren i ett undersökande arbetssätt.

  • 4.
    Dyrvold, Anneli
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    The role of semiotic resources when reading and solving mathematics tasks2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 3, s. 51-72Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    One part of being proficient in mathematics is to be able to read and solve mathematics tasks where mathematics is represented using different semiotic resources (i.e. natural language, mathematical notation, and different types of images). In the current study, statistical methods are used to investigate the potential meaning that the presence and co-occurrences of semiotic resources have for how demanding a mathematical task is to read and solve. The results reveal that the number of different semiotic resources in a mathematical task is not related to difficulty, but that difficulty is related to the particular combinations of semiotic resources where pictorial images are one of the resources. The results also indicate that the difficulty related to these semiotic characteristics is not related to an unnecessary reading demand.

  • 5.
    Dyrvold, Anneli
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Ewa
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency2015Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, nr 1, s. 5-31Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task.

  • 6.
    Gade, Sharada
    Umeå universitet.
    Cooperation and collaboration as zones of proximal development within the mathematics classroom2010Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 15, nr 2, s. 49-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Beyond understanding the Vygotskian construct of zone of proximal development or ZPD with reference to an individual student, this paper explores the formation of ZPD within the pedagogical constructs of cooperation, wherein students cooperate with each other within their groups; as well as collaboration, wherein students from different groups that constitute the classroom collaborate with each other. Identified on the basis of functions that are in the process of maturing, the formation of either ZPD is exemplified from a socio-cultural-historical study at an upper secondary mathematics classroom in Norway. An emphasis on what distinguishes events in instruction that are educational from those that are not is also explored, before illustrating what nature of ZPD is established. The role of guidance received, imitation and cultural resources in the development of higher mental functions is understood as these ZPD are formed, enabling students to act independently within the classroom teaching-learning of mathematics. 

  • 7.
    Palm, Torulf
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Interrater reliability in a national assessment of oral mathematical communication2008Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, nr 2, s. 49-70Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Mathematical communication, oral and written, is generally regarded as an important aspect of mathematics and mathematics education. This implies that oral mathematical communication also should play a part in various kinds of assessments. But oral assessments of subject matter knowledge or communication abilities, in education and elsewhere, often display reliability problems, which render difficulties with their use. In mathematics education, research about the reliability of oral assessments is comparably uncommon and this lack of research is particularly striking when it comes to the assessment of mathematical communication abilities. This study analyses the interrater reliability of the assessment of oral mathematical communication in a Swedish national test for upper secondary level. The results show that the assessment does suffer from interrater reliability problems. In addition, the difficulties to assess this construct reliably do not seem to mainly come from the communication aspect in itself, but from insufficiencies in the model employed to assess the construct.

  • 8.
    Palm, Torulf
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Andersson, Catarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boström, Erika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Vingsle, Charlotta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    A review of the impact of formative assessment on student achievement in mathematics2017Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, nr 3, s. 25-50Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research reviews show that formative assessment has great potential for raising student achievement in general, but there is a need for reviews of formative assessment in individual subjects. This review examines its impact on student achievement in mathematics through an assessment of scientific journal articles published between 2005 and 2014 and indexed in Web of science. Through the use of search terms such as ”formative assessment”, ”assessment for learning” and ”self-regulated learning”, different approaches to formative assessment were included in the review. While varying in approach, they all share the defining characteristic of formative assessment: agents in the classroom collect evidence of student learning and, based on this information, adjust their teaching and/or learning. The results show positive relations between student achievement in mathematics and the ways of doing formative assessment included in the review.

  • 9.
    Raman Sundström, Manya
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Zandieh, Michelle
    Arizona State University.
    The case of Brandon: the dual nature of key ideas in the classroom2009Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, nr 2, s. 29-47Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln beskriver en studie av hur bevis konstrueras i interaktion mellan elever. Under en geometrilektion på ett amerikanskt college arbetar eleverna med följande uppgift: Bevisa att två parallellförskjutna linjer i planet är parallella i meningen att de inte skär varandra. Formuleringen av beviset följs från en idé från en av eleverna, via diskussion i en mindre grupp till en lärarledd diskussion i helklass. Allteftersom beviset utvecklas genom en följd av diskussioner i allt större grupper finner vi olika sätt varpå bevisets "key idea" bidrar till att både öppna och sluta diskussionen. Vi beskriver flera exempel på öppnande och slutande, och visar hur inte bara nyckelidén, utan även de rättfärdiganden och motiveringar som är knutna till den, spelar en viktig roll i utvecklingen av beviset.

  • 10.
    Sidenvall, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Literature review of mathematics teaching design for problem solving and reasoning2019Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, nr 1, s. 51-74Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    To characterize teaching designs intended to enhance students’ problem solving and reasoning skills or to develop other mathematical competencies via problem solving and reasoning, a literature review was conducted of 26 articles published in seven top-ranked journals on mathematics education from 2000 to 2016. Teaching designs were characterized by a) the educational goals of the designs, b) the claims about how to reach these goals, and c) the empirical and theoretical arguments underlying these claims. Thematic analysis was used to analyze the retrieved articles. All but two studies had goals concerned with developing students’ mathematical competencies. The overarching ideas of the identified emergent claims regarding the achievement of stipulated goals, concerned scaffolding students’ learning and letting students construct their own mathematics. Four recurring theoretical arguments were found to support emergent claims: hypothetical learning trajectories, realistic mathematics education, theory of didactical situations and zone of proximal development.

  • 11.
    Sjöberg, Gunnar
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Disciplined by tests2015Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 20, nr 1, s. 55-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

  • 12.
    Österholm, Magnus
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, nr 3, s. 53-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 13.
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    To translate between different perspectives in belief research: a comparison between two studies2011Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, nr 1-2, s. 57-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A common problem in belief research seems to be a missing link between aspects of theory and empirical analyses and results. This issue highlights a question of how dependent empirical studies about beliefs actually are on the theoretical perspective described in the study. In this paper, I examine relationships between two different perspectives. One perspective focuses on belief change, and seems to rely on a type of cognitive perspective, where beliefs can be characterized as mental objects. The other perspective argues for moving away from such cognitive perspective and instead to adopt a participatory perspective in the analysis of mathematics teaching. The results show that the study about belief change is not dependent on seeing beliefs as mental objects, but that this study could as well have been located within a participatory perspective.

  • 14.
    Österholm, Magnus
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Ewa
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Methodological issues when studying the relationship between reading and solving mathematical tasks2012Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, nr 1, s. 5-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we examine four statistical methods used for characterizing mathematical test items regarding their demands of reading ability. These methods rely on data of students' performance on test items regarding mathematics and reading and include the use of regression analysis, factor analysis and different uses of correlation coefficients. Our investigation of these methods focuses on aspects of validity and reliability, using data from PISA 2003 and 2006. The results show that the method using factor analysis has the best properties when taking into account aspects of both validity and reliability.

1 - 14 av 14
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