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  • 1.
    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.

  • 2.
    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)
  • 3.
    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)
  • 4.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Gymnasieelever undersöker ett matematiskt begrepp med grafräknare1999In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 7, no 3-4, p. 35-60Article in journal (Refereed)
    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.

  • 5.
    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.

  • 6.
    Bergqvist, Tomas
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    IT och Lärande - i skola och lärarutbildning2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 1-2, p. 11-20Article in journal (Other academic)
  • 7.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    MatBIT: matematisk begreppsbildning och IT2002Report (Other academic)
  • 8.
    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.

  • 9.
    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.

  • 10.
    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.

  • 11.
    Bergqvist, Tomas
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Räknare i skolmatematik - vara eller inte vara?2006In: IKT i matematikkundervisningen - muligheter og begrensninger / [ed] Merete Lysberg, Trondheim, Norge: Nasjonalt senter for matematikk i opplæringen , 2006, p. 35-39Conference paper (Other academic)
  • 12.
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    To explore and verify in mathematics2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation consists of four articles and a summary. The main focus of the studies is students' explorations in upper secondary school mathematics.

    In the first study the central research question was to find out if the students could learn something difficult by using the graphing calculator. The students were working with questions connected to factorisation of quadratic polynomials, and the factor theorem. The results indicate that the students got a better understanding for the factor theorem, and for the connection between graphical and algebraical representations.

    The second study focused on a the last part of an investigation, the verification of an idea or a conjecture. Students were given three conjectures and asked to decide if they were true or false, and also to explain why the conjectures were true or false. In this study I found that the students wanted to use rather abstract mathematics in order to verify the conjectures.

    Since the results from the second study disagreed with other research in similar situations, I wanted to see what Swedish teachers had to say of the students' ways to verify the conjectures.

    The third study is an interview study where some teachers were asked what expectations they had on students who were supposed to verify the three conjectures from the second study. The teachers were also confronted with examples from my second study, and asked to comment on how the students performed. The results indicate that teachers tend to underestimate students' mathematical reasoning.

    A central focus to all my three studies is explorations in mathematics. My fourth study, a revised version of a pilot study performed 1998, concerns exactly that: how students in upper secondary school explore a mathematical concept. The results indicate that the students are able to perform explorations in mathematics, and that the graphing calculator has a potential as a pedagogical aid, it can be a support for the students' mathematical reasoning.

  • 13.
    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.
    WHAT MATHEMATICAL COMPETENCES CAN BE LEARNED FROM WEB-BASED LEARNING RESOURCES?2013In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, vol 5. / [ed] Anke M. Lindmeier, Aiso Heinze, Kiel: The International Group for the Psychology of Mathematics Education (PME) , 2013, p. 21-21Conference paper (Other academic)
    Abstract [en]

    Two web-based learning resoruces were analysed using the MCRF research framework. The aim was to identify opportunities to develop mathematical competencies. The findings indicate that opportunities are few, and that what is offered in web-based learning resources is similar to what is offered in Swedish classrooms.

  • 14.
    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.
    Why are students using web-based learning resources in mathematics outside the classroom?2013In: Proceedings of the Seventh International Conference on Science, Mathematics and Technology Education. Muscat, Oman 4-7 November, 2012 / [ed] Darrell Fisher and Rekha Koul, Perth: Science and Mathematics Education Centre, Curtin University, Australia. , 2013, p. 40-44Conference paper (Refereed)
    Abstract [en]

    The aim of this pilot study is to gain insights into the situation of students using web-based learning resources (WBLR) outside the formal learning environment in the classroom. More specifically to understand why students use the resources, and what they do when they access the resources. Eleven students that to some extent had used WBLR were interviewed, five in school year eight and six in school year twelve. The results indicate that the extent of the use of the resources were very limited and that the two main activities the students engage in are very similar to those they are used to from the classroom; i) practicing rote learning and ii) listening to solutions of tasks by a teacher. The students in upper secondary school used arguments tightly connected to grades, tests and results, aspects that will be of importance for the students in the future, while the younger students used arguments concerning mathematics in society and knowledge as important for their everyday life. The impression from the interviews was also that the younger students to a larger extent were open to new resources and more willing to search for new sites and try out what they found. 

  • 15.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bergqvist, Ewa
    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.
    Mathematical competences in Swedish steering documents2009In: In search for theories in mathematics education: proceedings of the 33rd conference of the International group for the psychology of mathematics education / [ed] Marianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis, Thessaloniki, Greece: PME , 2009, p. 1:336-Conference paper (Refereed)
    Abstract [en]

    This study is an ongoing project where we only have very preliminary results, and the main aim of this paper is not to present results, but to discuss the methodological issues when using content analysis on the course syllabus for the Swedish compulsory school. Content analysis (Krippendorff, 2004) is in most cases in the literature used on large materials, for example all news articles from a specific year that concern a certain political issue. We will discuss what happens when we try to use the method on a comparatively small document of a very different kind.

  • 16.
    Bergqvist, Tomas
    et al.
    Umeå 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).
    Bergqvist, Ewa
    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).
    What is “strong presence” of a message in a steering document?2012In: Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011 / [ed] G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge, Reykjavík, Iceland: University of Iceland Press, 2012Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to discuss what a “strong presence” of a message in a syllabuscould be. The discussion takes a starting point in what we call the reformmessage; that what mathematics is can not only be described in terms of content andprocedures, but must also be defined in terms of competencies, e.g. problem solving,reasoning and communication. The analyzed document is the Swedish syllabus forthe first course at upper secondary school. Different ways, both quantitative andqualitative, of determining what a strong presence of a message could be are presentedand discussed.

  • 17.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Boesen, Jesper
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?2010Report (Other academic)
  • 18.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Hudson, Brian
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lithner, Johan
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lindwall, Krister
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Podcasting in School2008Report (Other academic)
    Abstract [en]

    Podcasting is a new phenomenon in Swedish schools. This pa- per describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and iPods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the tech- nical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.

     

  • 19.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Hudson, Brian
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML). Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lithner, Johan
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lindwall, Krister
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML).
    Podcasting in school2009In: Sixth Research Seminar of the Swedish Society for Research in Mathematics Education (MADIF 6), In press, 2009Conference paper (Refereed)
    Abstract [en]

    Podcasting is a new phenomenon in Swedish schools. This paper describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and ipods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school-year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the technical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.

  • 20.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Liljekvist, Yvonne
    Karlstads universitet.
    van Bommel, Jorryt
    Karlstads universitet.
    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.
    Evaluation of a large scale professional development program: Vol 22017In: 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., Singapore: The International Group for the Psychology of Mathematics Education , 2017, Vol. 2, p. 153-160Conference paper (Refereed)
    Abstract [en]

    This paper reports on a par of an evaluation of the professional development program (PDP) Boost for Mathematics in Sweden. Around 200 mathematics lessons were observed, and the teachers were interviewed after each lesson. The findings indicate that the PDP has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice had improved and now gives the students better possibilities to develop the competencies. The results also show that these improvements are still present one year after the program had ended. 

  • 21.
    Bergqvist, Tomas
    et al.
    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).
    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.
    Mathematical reasoning in teachers' presentations2012In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 31, no 2, p. 31p. 252-269Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of the opportunities presented to students that allow them to learn different types of mathematical reasoning during teachers’ ordinary task solving presentations. The characteristics of algorithmic and creative reasoning that are seen in the presentations are analyzed. We find that most task solutions are based on available algorithms, often without arguments that justify the reasoning, which may lead to rote learning. The students are given some opportunities to see aspects of creative reasoning, such as reflection and arguments that are anchored in the mathematical properties of the task components, but in relatively modest ways.

  • 22.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    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.
    Why is learning via creative reasoning effective?2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged: PME , 2016Conference paper (Refereed)
  • 23.
    Bergqvist, Tomas
    et al.
    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).
    Lithner, Johan
    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).
    Sumpter, Lovisa
    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).
    Upper secondary students’ task reasoning2008In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, Vol. 39, no 1Article in journal (Refereed)
    Abstract [en]

    Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.

  • 24.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Remillard, Janine
    University of Pennsylvania, USA.
    Van Steenbrugge, Hendrik
    Mälardalens Högskola.
    Balancing educative and directive guidance in teacher guides in three teaching cultures2015In: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education / [ed] Beswick, K., Muir, T., & Wells, J., Hobart, Australia: PME , 2015, Vol. 1, p. 149-149Conference paper (Refereed)
    Abstract [en]

    Teacher guides in mathematics from three cultural regions (Sweden, Flanders and the US) were analyzed concerning directive and educative guidance. Directive guidance is when the teacher guide clearly states what the teacher or the students are supposed to do. Educative guidance is when the teacher guide supports the teacher with information about student thinking, mathematical issues and similar. The results show that teacher guides from Flanders are more directive and the US together with one of two Swedish teacher guides are quite balanced. The second Swedish teacher guide stands out in being more educative than directive. This coincides with our understanding of the teaching traditions in the three regions.

  • 25.
    Boesen, Jesper
    et al.
    Göteborgs universitet.
    Helenius, Ola
    Göteborgs universitet och Örebro universitet.
    Bergqvist, Ewa
    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).
    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.
    Lithner, Johan
    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).
    Palmberg, Björn
    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).
    Developing mathematical competence: from the intended to the enacted curriculum2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, p. 72-87Article in journal (Refereed)
    Abstract [en]

    This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

  • 26.
    Lithner, Johan
    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).
    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).
    Bergqvist, Tomas
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Boesen, Jesper
    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).
    Palmberg, Björn
    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).
    Mathematical competencies: A research framework2010In: Mathematics and mathematics education: Cultural and social dimensions / [ed] Bergsten, Jablonka & Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 157-167Conference paper (Refereed)
  • 27.
    Remillard, Janine
    et al.
    University of Pennsylvania, USA.
    Van Steenbrugge, Hendrik
    Mälardalens Högskola.
    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.
    A cross-cultural analysis of the voice of curriculum materials2014In: Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) / [ed] Keith Jones and Christian Bokhove and Geoffrey Howson and Lianghuo Fan, Southampton: University of Southampton , 2014, p. 395-400Conference paper (Refereed)
    Abstract [en]

    This paper presents a cross-cultural analysis of how authors of elementary mathematics curriculum materials communicate with teachers and what they communicate about, focusing on six teacher’s guides from three distinct school systems, Flanders, U.S. and Sweden. Findings revealed distinct differences between approaches common to each cultural context that relate to different educational traditions. These findings point to differing assumptions about the knowledge needed by teachers to enact instruction. Further research is needed to explore these patterns qualitatively and consider teachers’ use of these materials when planning and enacting instruction. 

  • 28.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalens högskola.
    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.
    Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address2014In: AERA Online Paper Repository, 2014Conference paper (Refereed)
    Abstract [en]

    This paper studies how elementary mathematics curriculum programs can be designed to accommodate a flexible use by a range of teachers. We do so by analyzing three design principles: the provision of multiple entry points, the adoption of a resource-centric material design, and the allowance for flexibility across lessons and units that group lessons. These design principles are examined by describing three forms of address: the look, voice and structure of the curriculum programs. The analysis relates to six curriculum programs from three countries that vary in a number of ways. As such, we aim to provide useful instances that add to our knowledge of designing curriculum programs as tools for the design of teaching. 

  • 29.
    Österholm, Magnus
    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. Mittuniversitetet.
    Bergqvist, Tomas
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Liljekvist, Yvonne
    Karlstads universitet & Uppsala universitet.
    van Bommel, Jorryt
    Karlstads universitet.
    Utvärdering av Matematiklyftets resultat: slutrapport2016Report (Other (popular science, discussion, etc.))
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