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  • 1.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 32012In: Skrifter från Svensk matematikdidaktisk forskning, MADIF, ISSN 1651-3274, 151-160 p.Article in journal (Refereed)
    Abstract [en]

    The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

  • 2.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Korhonen, Johan
    Åbo Akademi, Vaasa.
    Peng, Aihui
    Faculty of Education, Southwest University, China/School of Computer Science, Physics and Mathematics, Linnaeus University, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa.
    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).
    Sjöberg, Gunnar
    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 cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupilsManuscript (preprint) (Other academic)
  • 3.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine.
    Korhonen, Johan
    Åbo Akademi, Vaasa.
    Peng, Aihui
    Faculty of Education, Southwest University, China/School of Computer Science, Physics and Mathematics, Linnaeus University, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa.
    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).
    Sjöberg, Gunnar
    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).
    Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils2015In: International Journal of School & Educational Psychology, ISSN 2168-3603, Vol. 3, no 1, 37-48 p.Article in journal (Refereed)
    Abstract [en]

    While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

  • 4.
    Silfver, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden2016In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, 237-252 p.Article in journal (Refereed)
    Abstract [en]

    This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers

  • 5.
    Silfver, Eva
    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).
    Sjöberg, Gunnar
    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.
    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).
    Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms2013In: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 12, 39-51 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (aged nine and ten). The project’s main research concerns the students’ ideas about and reactions towards these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories which suggest that identities are more fluid than static, we want to understand how students with special needs are ‘created’. The specific aim of this paper is to discuss how our research methods have been refined during the various phases of data collection and the resulting implications. It discusses issues surrounding child research and how methods involving video recording and video stimulated recall dialogue (VSRD) can contribute to research on children’s experiences. Particular attention is given to methodological and ethical issues; how to disrupt power relations, for example. In this paper we argue that the context of the test situation not only impacted upon the students but also affected how we changed, developed and adapted our approaches as the project evolved.

  • 6.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Alla dessa IG: kan dyskalkyli vara förklaringen?2014In: Matematikundervisning i praktiken / [ed] Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström & Anders Wallby, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014, 111-119 p.Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Alla dessa IG: kan dyskalkyli vara förklaringen?2008In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, 13-18 p.Article in journal (Other (popular science, discussion, etc.))
  • 8.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bara en termin kvar2003In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 2, 14-20 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Statistisk kring hur många elever som inte når godkända betyg i grundskolan diskuteras flitigt. Men vad säger ungdomarna själva? Här ges en rapport kring 20 elevers tankar om den egna matematikundervisningen.

  • 9.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Dyskalkyli, skolans största pedagogiska problem?: En granskning av forskningslitteraturen mellan 1993-20032004In: Democracy and participation. A Challenge for Special Needs Education in Mathematics / [ed] Arne Engström, Örebro: Örebro universitet , 2004, 14-10 p.Conference paper (Other academic)
  • 10.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elever med specifika matematikproblem - är det huvudsakligen flickor?2001In: En matematikk for alle i en skole for alle: Rapport fra det 1. nordiske forskerseminar om matematikkvansker, Forum for matematikkvansker , 2001, 181-188 p.Conference paper (Other academic)
  • 11.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mathematics Education for Students with learning Disabilities, Theory to Practice1999In: Nämnaren, ISSN 0348-2723, no 4, 28-29 p.Article, book review (Other (popular science, discussion, etc.))
  • 12.
    Sjöberg, Gunnar
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Om det inte är dyskalkyli - vad är det då?: En multimetodstudie av eleven i matematikproblem ur ett longitudinellt perspektiv2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems.

    The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail.

    A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school.

    The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice.

    The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage.

    The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.

  • 13.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Recension av "Matematikdidaktik - ett nordiskt perspektiv"2002In: Tidskrift för lärarutbildning och forskning, ISSN ISSN 1404-7659, no 1-2, 191-194 p.Article, book review (Other academic)
  • 14.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Redan i ettan var jag less på matte2006In: Spesialpedagogikk, ISSN 0332-8457, ISSN ISSN 0332-8457, no 04, 10-15 p.Article in journal (Refereed)
  • 15.
    Sjöberg, Gunnar
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Albertsson, Ulf
    Lindholm, Katarina
    Så vände vi trenden - intensivmatematik i Umeå2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, 81-85 p.Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Sjöberg, Gunnar
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergström, Mike
    Nyberg, Cicki
    Forskningsbaserad matematikundervisning: möjligt i teorin, men går det i praktiken?2011In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, 11-16 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Elevens tro på sin egen förmåga visade sig vara en av nyckelfaktorerna när skolkontoret i Umeå kommun, Specialpedagogiska skolmyndigheten samt det matematikdidaktiska forskarnätverket vid Umeå universitet samarbetade i ett utvecklingsprojekt för undervisning av elever med särskilda undervisningsbehov i matematik. Med hjälp av bland annat mental träning i matematik tog eleverna steget från att vara en som inte kan – till att vara en som faktiskt kan lära sig matematik.

  • 17.
    Sjöberg, Gunnar
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nyroos, Mikaela
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Mathematics test: support or obstacle for low-achieving pupils2009In: Different learners – different math?: Proceedings of the 4th Nordic Research Conference on Special Needs Education in Mathematics / [ed] K. Liinnanmäki & L Gustafsson (Eds.), Vasa, Finland, 2009, 85-100 p.Conference paper (Refereed)
  • 18.
    Sjöberg, Gunnar
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Proven kan sänka elevers självbild2014In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, 40-43 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Är de nationella proven ett bra verktyg för bedömning eller kan de rentav ha negativa konsekvenser för elevernas lärande? Gunnar Sjöberg och Eva Silfver har följt införandet av proven i matematik i årskurs 3.

  • 19.
    Sjöberg, Gunnar
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Disciplined by tests2015In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, 55-75 p.Article in journal (Refereed)
    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).

1 - 19 of 19
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