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  • 1.
    Agustyani, Anggit
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Säfström, Anna Ida
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Template and representation: fraction in Indonesian and Swedish textbooks2022In: 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. 329-Conference paper (Other academic)
  • 2.
    Andersson, Catarina
    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).
    Formative assessment - from the view of special education teachers in mathematics2020In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, no 3-4, p. 73-93Article in journal (Refereed)
    Abstract [en]

    The potential of using formative assessment is well demonstrated, but studies about the use of formative assessment from a special education perspective are lacking. This study adds to this gap by investigating the view of formative assessment in a group of 39 special education teachers in mathematics (SETMs) who had learned about formative assessment within the SETM-program 2–6 years earlier. Five respondent interviews were used to design a questionnaire answered by the rest of the group. The SETMs had perceived formative assessment beneficial and useful in all their common sub-responsibilities and reported experiences of benefits as well as challenges. The article discusses the importance of reaching an inclusive formative assessment practice in mathematics education.

  • 3.
    Andersson, Catarina
    et al.
    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).
    Boström, Erika
    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).
    Palm, Torulf
    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).
    Formative assessment in Swedish mathematics classroom practice2017In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, no 1, p. 5-20Article in journal (Refereed)
    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. 

  • 4.
    Andersson, Catarina
    et al.
    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).
    Palm, Torulf
    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).
    Reasons for teachers' successful development of a formative assessment practice through professional development: a motivation perspective2018In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 25, no 6, p. 576-597Article in journal (Refereed)
    Abstract [en]

    Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this study is to investigate why the mathematics teachers who participated in a successful professional development programme in formative assessment developed their formative classroom practice to such an extent that it had a significant impact on student achievement. An analysis of data from teacher questionnaires and interviews shows that the teachers' actions can be explained by expectancy-value theory of achievement motivation. Characteristics of the professional development programme that the teachers experienced as important for their development of a formative classroom practice are identified, and the characteristics' affordances for the development of the teachers' expectancy and value beliefs are discussed.

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  • 5.
    Andersson, Catarina
    et al.
    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).
    Palm, Torulf
    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).
    The impact of formative assessment on student achievement: a study of the effects of changes in classroom practice after a comprehensive professional development programme2017In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 49, p. 92-102Article in journal (Refereed)
    Abstract [en]

    A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content ofthe programme was formative assessment conceptualised as a unity of different, integrated strategies.The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly out performed the classes in thecontrol group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies.

  • 6.
    Andersson, Catarina
    et al.
    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).
    Vingsle, Charlotta
    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).
    Palm, Torulf
    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).
    The impact of a teacher professional development program in formative assessment on teachers’ practice2013Conference paper (Refereed)
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    poster
  • 7.
    Angervall, Petra
    et al.
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    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).
    Policy and governance in academic networks2011Conference paper (Refereed)
  • 8.
    Bagger, Anette
    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).
    De nationella proven som en arena för likvärdighetsfrågor2015In: Specialpedagogisk tidskrift, ISSN 2000-429X, no 3, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Bagger, Anette
    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).
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed)
    Abstract [en]

    Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

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  • 10.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Möjligheter till stöd och tillgång till lärande i matematik2015Other (Other (popular science, discussion, etc.))
  • 11.
    Bagger, Anette
    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).
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, no 1, p. 47-69Article in journal (Refereed)
  • 12.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Pressures and positions of need during the Swedish third-grade National Test in Mathematics2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, Prague: Charles University , 2015, p. 1558-1563Conference paper (Refereed)
    Abstract [en]

    This paper presents and discusses parts of a large-scale [1] ethnographical and longitudinal study that has followed the process of implementing the National Test in Mathematics for third graders (Ntm3) in Sweden during its first three years (2010, 2011, and 2012). Pupil talk from 2011 about pressure and what is at stake was used to construe three positions of need that might characterize pupils during the National Test in Mathematics in their third school year: the position of shame, the position of unfamiliarity, and the position of stress. How these might be handled in educational practices is discussed briefly.

  • 13.
    Bagger, Anette
    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).
    Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis presents the contribution to research that my doctoral education led to. My starting point was a large scale qualitative research project (here after called the VR-project) which reviewed the implementation of national tests in the third grade on the subject of mathematics. The VR-project investigated how the test affected the pupils with a special focus on pupils in need of special support. An urge to look further into issues concerning the support, the pupil in need and the test was revealed in he initial VR-project. These issues therefore constitutes the problem area of this thesis. The VR-project studied a total of 22 classrooms in two different municipalities' during 2010- 2012. The methodology used for this project was inspired by ethnography and discourse analysis. The raw data consisted of test instructions, video observations of the actual test subjects, interviews from teachers and pupils about the test, the support that was given throughout the testing as well as the observations and interviews of the pupils requiring special assistance. Activated discourses and positions of the participants were demarcated. The results revealed that a traditional testing discourse, a caring discourse and a competitive discourse are activated during the tests. The testing discourse is stable and traditional. Much of what was shown and said in classrooms, routines and rules regarding the test were repeated in all the schools and in all the classrooms. The discourse on support is affected by ambiguity, which is revealed especially when issues of pupils’ equity is put against the tests equality. This is connected to the teachers restricted agency to give support due to the teacher position as a test taker. The positions in need that are available to students are not the same in pupils, teachers and steering documents. The situation is especially troublesome for pupils that do not manage Swedish good enough to take the test and for pupils in need of special support. Some of the conclusions from this thesis is that the national test format: Disciplines not only the pupil, but also the teacher, the classroom and the school at large. Results indicate that the test:

    Activates a focus on achievementLeads attention away from learning Activates issues of accountability Influences pupils and teachers with stakes involved

    Besides evaluating knowledge, the test disciplines not only the pupil, but also the teacher, the classroom and the school at large. Discussing the national test as an arena for equity might be a way towards attaining equality in education for all pupils.

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    Prövningen av en skola för alla. Nationella provet i matematik i det tredje skolåret.
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    omslag
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    spikblad
  • 14.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Quality and equity in the era of national testing: the case of Sweden2017In: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan; Alfredo J. Artiles, Oxon: Routledge, 2017, p. 68-88Chapter in book (Refereed)
    Abstract [en]

    This chapter considers quality and equity in mathematics education and addresses how discursive circumstances on national tests position students, particularly those in need of special support, at both the individual and group levels. It discusses that the processes and systemic patterns prompting inequalities need to be evaluated at the local, national, and international levels. National tests in mathematics in students' third grade in school were reinstated in Spring 2010, and to date, third graders have taken national tests for seven years, something that might change given suggestions in a social democratic governmental investigation on national education assessment. In short, it is suggested that tests in third grade be eliminated, since the several purposes of national tests have been deemed incompatible. Throughout national testing in mathematics in the third grade, a secondary purpose was cited as an important argument for tests and connected to the decreased levels of knowledge on the subject: to identify pupils in need of early support.

  • 15.
    Bagger, Anette
    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).
    Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden2016In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, no 18, p. 123-139Article in journal (Refereed)
    Abstract [en]

    This article throws light on the educational practice of teachers providing additional support to students during tests, more specifically during the national tests in mathematics for third graders in Sweden (hereafter called Ntm3) for the years 2010 and 2011. Both the test instructions and teacher talk related to these tests were taken into consideration. The results suggest that issues of equity and teachers’ agency arise when considering support. The dual purpose of the test, to evaluate the student and to evaluate the education, positions the teacher as both a test-giver and a test-taker and influences the discourse on support by ambiguity. I found that in such circumstances, when students´ equity comes into conflict with the test´s equality, the focus during the tests shifts from attention to learning to attention to controlling.

  • 16.
    Bagger, Anette
    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).
    The discourse regarding the multilingual student in need of support in test- instructions2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, p. 151-151Conference paper (Other academic)
    Abstract [en]

    This paper discusses parts of the discourse on multilingual pupils in need of support in the national test in mathematics in the third grade. A content analysis was done on the test-instructions from the years 2010–2014. A shift in thediscourse was seen, from being about students in need to being about students with disabilities. The results show that instructions have moved from a relational towards a more categorical perspective on the student. One implication following this is that teachers receive less guidance in their mission to help pupils who need language support.

  • 17.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Performance, anxiety and the mathematical self image2014In: Special Needs Education in Mathematics: New Trends, Problems and Possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag, 2014, p. 86-91Chapter in book (Refereed)
    Abstract [en]

    In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.

  • 18.
    Bagger, Anette
    et al.
    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).
    Roos, Helena
    Linnéuniversitetet.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015, p. 27-36Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is the conceptualisation of students in special educationalneeds in mathematics (SEM students) in the research fields of mathematics andspecial education. A difference between fields regarding the perspectives takenon the SEM student is obvious in the reviewed articles. Those in the specialeducational field were individual oriented in their view of the difficulties, whilstreviewed articles from the field of mathematics education more often discusssocio-cultural settings. The content in the selected 28 articles reveals that theoverall conceptualisation of SEM student has to do with the social construct ofthe SEM student, as well as with students’ experiences, affects, andprerequisites; with the specific training methods or interventions applied; withspecial areas in the subject of mathematics; with special groups of students; andwith teachers’ knowledge about all these factors.

  • 19.
    Bagger, Anette
    et al.
    Örebro universitet, Örebro, Sverige.
    Vennberg, Helena
    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).
    Early assessment in mathematics, the ethics in a practice close research approach2019Conference paper (Refereed)
    Abstract [en]

    One of the latest reforms to increase the equity and quality in mathematics education is mandatory national assessment in Preschool-class. It is supposed to govern the action, focus and professional language of the pedagogues. In an earlier study of preparatory work, policy decisions and assessment material, we discovered that there is a risk for schoolification of the Preschool-class, through this reform. A second risk is that students could be locked into "levels" of achievement and a third risk lies in a potential narrowing down of the curriculum (Bagger, Björklund, Vennberg, Accepted). At the same time, earlier research show that early assessment can lead to positive development for students in need of support (Vennberg & Norqvist, 2018). Deriving from our initial study of national assessment in preschool class, we have planned for a follow up project with the aim to contribute to knowledge of and developing the practice about the preschool class teacher’s work with national assessment in mathematics. During the conference we will present and discuss ethical and methodological challenges in this project. More specifically, we want to discuss what is required of practice close approaches in these ethically demanding situations of vulnerability and assessment in mathematics with young students. A key issue is the opportunities for teachers and researchers to manage the information collected during the  national assessment and handling of sensitive data, how they jointly can contribute to the development and management of the knowledge that generated about students' opportunities to learn and to demonstrate their knowledge. And finally, in what way this might contribute to assessment and teaching in mathmatics continues to have its starting points in the unique assignment of the preschool-class.

    References

    Bagger, A., Björklund, L. & Vennberg, H. (accepted). The politics of early assessment in mathematics education. CERME11 in Utrecht, January 2019.

    Vennberg, H. & Norqvist, M. (2018). Counting on – long term effects of an early intervention program. In Bergqvist, E., Österholm, M., G, C & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, (pp. 355-362). Umeå, Sweden: PME.

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  • 20.
    Bagger, Anette
    et al.
    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.
    Vennberg, Helena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Björklund Boistrup, Lisa
    The politics of early assessment in mathematics education2019In: CERME 11: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., European Society for Research in Mathematics Education, 2019, p. 1831-1838Conference paper (Refereed)
    Abstract [en]

    One of the latest reforms in Sweden in order to increase equity and quality in education is making national assessment compulsory in preschool-class (age 6). The claimed political volition is all students’ best possible mathematical development. In this paper, we examine the preparatory work, the assignment to the National Agency of Education, and the assessment material itself, searching for what meaning is inscribed regarding the student, mathematics and assessment. The results imply that the politics of the assessment might exaggerate a search for flaws and control instead of promoting all students learning and in addition contributing to the schoolification of preschool-class.

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  • 21.
    Bartolini Bussi, M G
    et al.
    Universita' di Modena e Reggio Emilia, Modena, Itlay.
    Gade, Sharada
    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.
    Janvier, M
    Kahane, J-P
    Matsko, V
    Maschietto, M
    Ouvrier-Buffet, C
    Saul, M
    Mathematics in context: focusing on students2009In: Challenging Mathematics In and Beyond the Classroom – The 16th ICMI Study / [ed] E. J. Barbeau and P. J. Taylor, New York: Springer Science+Business Media B.V., 2009, p. 171-203Chapter in book (Refereed)
    Abstract [en]

    This chapter presents nine case studies in which school students engage in challenging mathematics outside their immediate classroom environment. In each case, students are encouraged to collaborate in investigations that go beyond the standard curriculum and creatively use the ingredients of the particular context. In Italy, students visit a mathematical laboratory to understand and utilize mathematical machines. Morning assembly at an Indian school brings students from many classes together in the solution of mathematical problems. Four of the projects are from France: students analyze the configuration of a heap of sand, pursue astronomical investigations with software, obtain a flavor of research by having secondary school teams investigate interesting problems, and are presented at all levels with open-ended research problems. There are three programs from the United States, the first, an advanced geometry sequence for secondary students completing the regular syllabus early, the second, activities arising from exhibits in an art museum, and the third, using the school lawn to deepen student understanding of geometric constructions. All such activities need to be evaluated for their effectiveness, so that they move from just being initiatives of dynamic individuals to serve as the foundation for systemic improvements in the way in which students learn, understand and use mathematics. In the early part of this chapter, we briefly mention how research into such activities might be approached.

  • 22.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    A verbal factor in the PISA 2003 mathematics items: Tentative analyses2009In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education: In Search for Theories in Mathematics Education, Thessaloniki, Greece: PME , 2009, p. 145-152Conference paper (Refereed)
    Abstract [en]

    This study uses a statistical method to identify verbal items among mathematical items from PISA 2003. The verbal items are preliminary analysed and compared to the non-verbal items concerning number of text lines, response types, cognitive level, and competences measured. The results show that the verbal items, to a higher percentage than the non-verbal items, measures the reproduction competency, are straigh­t­forward, and of open constructed-response type. These results and proposed further analyses are discussed.

  • 23.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Non-uniqueness of positive currents describing polynomial convexityManuscript (preprint) (Other academic)
  • 24.
    Bergqvist, Ewa
    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 mathematics teachers' views on the required reasoning in calculus exams2012In: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 9, no 3, p. 371-408Article in journal (Refereed)
    Abstract [en]

    Students often use imitative reasoning, i.e. copy algorithms or recall facts, when solving mathematical tasks. Research show that this type of imitative reasoning might weaken the students' understanding of the underlying mathematical concepts. In a previous study, the author classified tasks from 16 final exams from introductory calculus courses at Swedish universities. The results showed that it was possible to pass 15 of the exams, and solve most of the tasks, using imitative reasoning. This study examines the teachers' views on the reasoning that students are expected to perform during their own and others mathematics exams. The results indicate that the exams demand mostly imitative reasoning since the teachers think that the exams otherwise would be too difficult and lead to too low passing rates.

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  • 25.
    Bergqvist, Ewa
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Teachers' interpretations of the concept of problem - a link between written and intended reform curriculum2020In: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education: Mathematics Education in the 4th Industrial Revolution: Thinking Skills for the Future / [ed] Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena, Khon Kaen, Thailand: PME , 2020, p. 19-27Conference paper (Refereed)
    Abstract [en]

    Over the last decades, there has been an on-going international reform for school mathematics, which has, not surprisingly, been difficult to implement. This study focuses on teachers’ interpretation of formal written curriculum documents, especially whether their interpretations align with how a concept (the concept of problem) is conveyed in the documents (in Sweden). The results show that the formal written documents are vague, but that it to some extent conveys the concept of problem as “a task for which the solution method is not known in advance to the solver.” The interviews show that about 53 % of the teachers interpreted problem as “any task,” and that teachers’ interpretationstherefore are not aligned with how the concept is (albeit vaguely) conveyed in the documents.

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  • 26.
    Bergqvist, Ewa
    et al.
    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.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The role of the formal written curriculum in standards-based reform2017In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 2, p. 149-168Article in journal (Refereed)
    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.

  • 27.
    Bergqvist, Ewa
    et al.
    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.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Boesen, Jesper
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    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.
    Palm, Torulf
    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.
    Palmberg, Björn
    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.
    Matematikutbildningens mål och undervisningens ändamålsenlighet: grundskolan våren 20092009Report (Other academic)
  • 28.
    Bergqvist, Ewa
    et al.
    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.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Boesen, Jesper
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    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.
    Palm, Torulf
    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.
    Palmberg, Björn
    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.
    Matematikutbildningens mål och undervisningens ändamålsenlighet: gymnasiet hösten 20092010Report (Other academic)
  • 29.
    Bergqvist, Ewa
    et al.
    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.
    Bergqvist, Tomas
    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.
    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
    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.
    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).
    How mathematical symbols and natural language are integrated in textbooks2020Conference paper (Other academic)
    Abstract [en]

    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).

  • 30.
    Bergqvist, Ewa
    et al.
    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.
    Bergqvist, Tomas
    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.
    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
    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.
    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).
    How mathematical symbols and natural language are used in teachers’ presentations2020Conference paper (Other academic)
    Abstract [en]

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

  • 31.
    Bergqvist, Ewa
    et al.
    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.
    Dyrvold, Anneli
    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.
    Österholm, Magnus
    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. Monash University, Melbourne.
    Relating vocabulary in mathematical tasks to aspects of reading and solving2012In: Evaluation and comparison of mathematical achievement: Dimensions and perspectives: Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar / [ed] Christer Bergsten; Eva Jablonka; Manya Raman, Linköping: Svensk Förening för MatematikDidaktisk Forskning , 2012, p. 61-70Conference paper (Refereed)
    Abstract [en]

    This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.

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  • 32.
    Bergqvist, Ewa
    et al.
    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.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of Psychology.
    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).
    The processing of mathematical symbols in working memory2020Conference paper (Other academic)
    Abstract [en]

    This empirical study examines how different types of symbols, familiar and unfamiliar, are processed in working memory; phonologically and/or visuo-spatially.

  • 33.
    Bergqvist, Ewa
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement. Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lind, Anna
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Är det svårare att dela med fyra än med två när man läser matte C?: En jämförelse av svårighetsgrad mellan olika versioner av matematikuppgifter i Nationella kursprov2005Report (Other academic)
    Abstract [sv]

    Våren 2004 infördes på försök två olika versioner av de nationella kursproven i matematik på kurserna B, C och D. På varje kurs skilde sig de båda versionerna åt i några av de ingående uppgifterna, medan övriga uppgifter var identiska. Syftet med denna studie är att undersöka om, hur och varför dessa förändringar i matematikuppgifterna påverkar uppgifternas svårighetsgrad.

    Resultaten visar att en förändring av de i uppgifterna ingående talen endast i ett fåtal fall påverkat uppgifternas svårighetsgrad i någon större utsträckning. Dessa fåtal fall studeras vart och ett för sig. När två uppgifters sammanhang och formulering skiljer sig åt, även om det matematiska innehållet är i stort sett identiskt, visar ett exempel på att skillnaden i svårighetsgrad kan vara mycket stor.

  • 34.
    Bergqvist, Ewa
    et al.
    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).
    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).
    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).
    Linguistic properties of PISA mathematics tasks in different languages2016In: 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 / [ed] Häggström, Johan; Norén, Eva; van Bommel, Jorryt; Sayers, Judy; Helenius, Ola; Liljekvist, Yvonne, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2016, p. 147-147Conference paper (Refereed)
    Abstract [en]

    The mathematics PISA tasks are primarily supposed to measure mathematical ability and not reading ability, so it is important to avoid unnecessary demands of reading ability in the tasks. Many readability formulas are using both word length and sentence length as indicators of text difficulty. In this study, we examine differences and similarities between English, German, and Swedish mathematics PISA tasks regarding word length and sentence length. We analyze 146 mathematics PISA tasks from 2000–2013, in English, German, and Swedish. For each task we create measures of mean word and sentence length. To analyze if there are any differences between the three language versions of the tasks, we use t-tests to compare the three languages pairwise. We found that in average, the German versions have the longest words, followed by Swedish and then English. Average sentence length was highest for English, followed by German and then Swedish.

  • 35.
    Bergqvist, Ewa
    et al.
    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.
    Theens, Frithjof
    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.
    Österholm, Magnus
    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.
    Relations between linguistic features and difficulty of PISA tasks in different languages2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, Vol. 1, p. 125-125Conference paper (Refereed)
  • 36.
    Bergqvist, Ewa
    et al.
    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).
    Theens, Frithjof
    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.
    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). Department of Mathematics and Science Education, Mid Sweden University, SE-85170, Sundsvall, Sweden.
    The role of linguistic features when reading and solving mathematics tasks in different languages2018In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 51, p. 41-55Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to deepen the understanding of the relation between the language used in mathematics tasks and the difficulty in reading and solving the tasks. We examine issues of language both through linguistic features of tasks (word length, sentence length, task length, and information density) and through different natural languages used to formulate the tasks (English, German, and Swedish). Analyses of 83 PISA mathematics tasks reveal that tasks in German, when compared with English and Swedish, show stronger connections between the examined linguistic features of tasks and difficulty in reading and solving the tasks. We discuss if and how this result can be explained by general differences between the three languages.

  • 37.
    Bergqvist, Ewa
    et al.
    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.
    Österholm, Magnus
    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.
    A theoretical model of the connection between the process of reading and the process of solving mathematical tasks2010In: Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF 7 / [ed] C. Bergsten, E. Jablonka & T. Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 47-57Conference paper (Refereed)
    Abstract [en]

    In this paper we suggest a theoretical model of the connection between the process of reading and the process of solving mathematical tasks. The model takes into consideration different types of previous research about the relationship between reading and solving mathematical tasks, including research about traits of mathematical tasks (a linguistic perspective), about the reading process (a psychological perspective), and about behavior and reasoning when solving tasks (a mathematics education perspective). In contrast to other models, our model is not linear but cyclic, and considers behavior such as re-reading the task.

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  • 38.
    Bergqvist, Ewa
    et al.
    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.
    Österholm, Magnus
    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. Monash University, Australia.
    Communicating mathematics or mathematical communication?: An analysis of competence frameworks2012In: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2: opportunities to learn in mathematics education / [ed] Tai-Yih Tso, 2012, p. 67-74Conference paper (Refereed)
    Abstract [en]

    In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.

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  • 39.
    Bergqvist, Ewa
    et al.
    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.
    Österholm, Magnus
    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.
    Språkbrukets roll i matematikundervisningen2014In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 2014, no 1, p. 27-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det språk vi använder oss av i matematikklassrummet kan fokuseras på många olika sätt. Språket är också nödvändigt att förhålla sig till vid utvecklingen av sitt matematiska tänkande. Författarna diskuterar här relationer mellan språk och lärande.

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  • 40.
    Bergqvist, Ewa
    et al.
    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.
    Österholm, Magnus
    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.
    The role of implicit theoretical assumptions in empirical research2023In: 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 (Refereed)
    Abstract [en]

    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.

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  • 41.
    Bergqvist, Ewa
    et al.
    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.
    Österholm, Magnus
    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.
    Variation of explicit argumentation in mathematics textbooks2017In: 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., 2017, Vol. 1, p. 170-170Conference paper (Refereed)
  • 42.
    Bergqvist, Ewa
    et al.
    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, MagnusUmeå 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).Granberg, CarinaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).Sumpter, LovisaStockholms universitet.
    Proceedings of the 42nd conference of the international group for the psychology of mathematics education: volume 1: plenary lectures, plenary panel, research forums, working groups, seminars, colloquia, national presentation2018Conference proceedings (editor) (Refereed)
  • 43.
    Bergqvist, Ewa
    et al.
    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, MagnusUmeå 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).Granberg, CarinaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).Sumpter, LovisaStockholms universitet.
    Proceedings of the 42nd conference of the international group for the psychology of mathematics education: volume 2: research reports A – Haa2018Conference proceedings (editor) (Refereed)
  • 44.
    Bergqvist, Ewa
    et al.
    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, MagnusUmeå 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).Granberg, CarinaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).Sumpter, LovisaStockholms universitet.
    Proceedings of the 42nd conference of the international group for the psychology of mathematics education: volume 3: research reports Ham – Pi2018Conference proceedings (editor) (Refereed)
  • 45.
    Bergqvist, Ewa
    et al.
    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, MagnusUmeå 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).Granberg, CarinaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).Sumpter, LovisaStockholms universitet.
    Proceedings of the 42nd conference of the international group for the psychology of mathematics education: volume 4: research reports Pr – Z2018Conference proceedings (editor) (Refereed)
  • 46.
    Bergqvist, Ewa
    et al.
    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, MagnusUmeå 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).Granberg, CarinaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).Sumpter, LovisaStockholms universitet.
    Proceedings of the 42nd conference of the international group for the psychology of mathematics education: volume 5: oral communications, poster presentations2018Conference proceedings (editor) (Refereed)
  • 47.
    Bergqvist, Tomas
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    How teachers verify conjectures: teachers' expectations2005In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 8, no 2, p. 171-191Article in journal (Refereed)
    Abstract [en]

    Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics.

  • 48.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Podcasting mathematics2013In: The International Journal for Technology in Mathematics Education, ISSN 1744-2710, E-ISSN 2045-2519, Vol. 20, no 4, p. 147-155Article in journal (Refereed)
    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.

  • 49.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Problem solving in mathematics education: learning problem solving and learning through problem solving2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    Proceedings from the 13th ProMath conference, September 2 – 4, 2011, in Umeå, Sweden.

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    fulltext
  • 50.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Problemlösning i Nämnaren under 2000-talet2014In: 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, p. 270-275Chapter in book (Other (popular science, discussion, etc.))
    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.

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