umu.sePublications
Change search
Refine search result
1234567 101 - 150 of 797
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    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)
  • 102.
    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.

  • 103.
    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.

  • 104.
    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.

  • 105.
    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.

  • 106.
    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)
  • 107.
    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 Education2018Conference proceedings (editor) (Refereed)
  • 108.
    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.

  • 109.
    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. 

  • 110.
    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.

  • 111.
    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)
  • 112.
    Bergström, Anna
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jonsson, Jessica
    Kooperativt lärande i åk 4-6.: En kvalitativ studie om hur lärare arbetar med och resonerar kring metoden kooperativt lärande2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att få en fördjupad kunskap om hur lärare i åk 4–6 upplever arbetet med KL. Studiens frågeställningar utgår från hur lärare resonerar och arbetar med metoden kooperativt lärande. Bakgrunden presenterar och förklarar olika förhållningssätt till undervisningen, metodens grundprinciper, gruppens betydelse och sammansättning samt vad lärarens roll i denna metod är. Arbetet har sin grund i Vygotskij sociokulturella teori som används som utgångspunkt för intervjufrågorna och i analysmetoden för att gruppera datamaterial. De kvalitativa intervjuerna genomfördes med lärare för åk 4–6. Datainsamlingen med hjälp av teorin har givit oss en förståelse för hur lärare arbetar med kooperativt lärande för att skapa lärandesituationer mellan elever och hur de resonerar om metoden. Det framkom att arbetet med metoden varierar lärarna emellan när det gäller gruppindelning, lektioner och strukturer. Två av de tydligaste resultaten av metoden var att lärarna menar att relationspåverkan är den viktigaste effekten för eleverna och att lärarna anser att det är svårt att se till att alla elever alltid är delaktiga och bidrar.

  • 113.
    Bergström, Inga-Lill
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hedberg, Carola
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Åtgärdsprogram - till vilken nytta?: En studie i hur det skriftliga åtgärdsprogrammet bidrar i arbetet med elever i matematiksvårigheter.2009Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics.

    The study is performed on 7-9th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education.

    The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.

  • 114.
    Bergström, Tim
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Väst är väst och möter gärna sig självt: En kritisk diskursanalys av hur internationella författarskap konstrueras i tre läroböcker avsedda för gymnasieskolan2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med examensarbetet Väst är väst och möter gärna sig självt är att granska innehållet i tre läroböcker avsedda för gymnasiekursen Svenska 2, för att synliggöra de diskurser kring internationella författarskap som skapas däri.

    Läroplanen stipulerar att kursen Svenska 2 ska lyfta både svenska och ”internationella författarskap” och därtill avhandla relationen ”mellan skönlitteratur och samhällsutveckling”. Samtidigt ska den svenska skolan utveckla elevernas ”förmåga att leva med och inse de värden som ligger i en kulturell mångfald”, med anledning av det ”svenska samhällets international-isering och den växande rörligheten över nationsgränserna”. Detta examensarbete undersöker hur läroböckerna förhåller sig till värdegrunden i relation till sitt urval av internationella författarskap.

    Studien nyttjar Norman Faircloughs kritiska diskursanalys, och lutar sig mot postkoloni-alistiska och interkulturella teorier.

    Studien konstaterar att läroböckerna på marknaden konstituerar en kulturell kanon, som reproducerar den västerländska litteraturhistorien samtidigt som den reducerar utomeuro-peiska författarskap till fotnoter eller trivia i sammanhanget.

  • 115.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Kampa, Nele
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Lindfors, Maria
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Edelsbrunner, Peter
    ETH Zurich, Switzerland.
    Development of students’ epistemic beliefs profiles across secondary school2019In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 131-132Conference paper (Refereed)
    Abstract [en]

    Although the field of epistemic cognition is still growing, only few studies so far have dealt with the question of how epistemic beliefs of school children can be described in a valid way, taking different learning opportunities as possibilities for developmental trajectories into account. A valuable research approach to overcome some of the methodological problems might be classifying students into homogeneous groups according to their epistemic beliefs in science. In our study, we ask 1) what kind of science-related epistemic profiles, exist across grades 5 to 12, 2) how these profiles differ with regard to learning related outcomes, and 3) how students’ epistemic belief profiles change during secondary school? A longitudinal survey with two starting cohorts (grades 5 and 9) was administered to secondary school students over a period of 4 years. The results indicate that it is valuable to identify distinctive groups of students with homogenous science-related epistemic belief patterns in both cohorts. Furthermore, results show that the epistemic belief patterns differ with regard to motivational and cognitive outcomes indicating more helpful but also more diametrical patterns of beliefs with respect to science learning in school. Moreover, results of transition analyses strengthen the finding of high stability of students’ beliefs. The results will be discussed with regard to learning opportunities in every-day school live as well as adaptive interventions for specific subgroups of students for a helpful development of students’ beliefs about knowledge and knowing for science learning.

  • 116.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Kiel University, Kiel, Germany.
    Lindfors, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. Published online: 29 Aug 2019Article in journal (Refereed)
    Abstract [en]

    In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.

  • 117.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindfors, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Students’ epistemic beliefs in Sweden and Germany: Correlations with classroom characteristics2017In: Education in the Crossroads of Economy and Politics: Role of Research in the Advancement of Public Good. Book of Abstracts, 2017, p. 678-678Conference paper (Refereed)
    Abstract [en]

    The study aims at describing students’ epistemic beliefs over school years 5–11, investigating differences between Sweden and Germany regarding the ‘trajectories’ of epistemic beliefs over the grades, and if classroom factors can explain these differences. A cross-sectional survey, covering grades 5–11, was distributed to 1501 students in Sweden and 2839 in Germany to assess their epistemic beliefs and perceived classroom environment in chemistry. Factor analysis revealed four valid constructs for students’ epistemic beliefs and perceived classroom environment, respectively.  A common trend for both countries was an increasing sophistication over grades as to the Certainty of knowledge and an emphasis in all grades on the need for evidence from several sources to make claims of knowing (Justification). Trust in authorities decreased over the grades in Germany, while Swedish students showed similar levels in all grades. Beliefs in dynamic and changing knowledge was strong in both countries, with an increasing trend in Germany while stable in Sweden. Significant correlations between epistemic beliefs and perceived classroom environment were found in both countries, but stronger in Sweden than Germany

  • 118.
    Bernholt, Sascha
    et al.
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Blankenburg, Janet
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    How Do Students’ Interest and Conceptual Understanding Develop Over the Time of Their Secondary Chemistry Education? First Results From the Binational Project DoLiS2016Conference paper (Refereed)
  • 119. Bernholt, Sascha
    et al.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Siebert, Sara
    Parchmann, Ilka
    Digitising teaching and learning: additional perspectives for chemistry education2019In: Israel Journal of Chemistry, ISSN 0021-2148, Vol. 59, p. 554-564Article in journal (Refereed)
    Abstract [en]

    Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental observations contradict the model-based explanations, e.g. in interpreting the chemical equilibrium as dynamic processes while observing a static system without any visible changes. Digital media offer potentials that might not have been accessible to this degree until now. However, we do not know enough with regard to the degree and effects these media tools have in supporting learning processes but perhaps also in hindering them. This article presents four approaches on how to potentially make use of digital media in learning processes based on theoretical considerations and empirical investigations. The projects will explore applications of media as visualization, learning and investigation tools in chemistry education, embracing techniques from virtual realities to eye-tracking.

  • 120.
    Bernholt, Sascha
    et al.
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Köhler, Christine
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Die Verständnisentwicklung zentraler Fachkonzepte in der Sekundarstufe2015Conference paper (Other academic)
    Abstract [de]

    Der Fachunterricht in der Sekundarstufe soll es Schülerinnen und Schülern ermöglichen, ein breites Verständnis grundlegender Konzepte zu erlernen. Verschiedene empirische Untersuchungen deuten jedoch darauf hin, dass dieses Lernziel nur eingeschränkt erreicht wird. Das Projekt DoLiS (Development of Learning in Science) zielt darauf ab, in mehreren Schritten Hinweise auf Umfang, Entwicklungswege und Einflussfaktoren des Konzeptverständnisses zu liefern. Kern der Studie ist eine quantitative Querschnittserhebung über die Jahrgangsstufen 5 bis 12, in der 2868 Schülerinnen und Schüler u.a. hinsichtlich ihres Konzeptverständnisses in den Bereichen Materie, Energie und chemische Reaktionen getestet wurden. Neben den Ergebnissen dieser ersten Erhebung soll aufbauend das Design einer Zwei-Kohorten-Längsschnittstudie vorgestellt werden, in der die beiden Jahrgangsstufen 5 und 9 sowohl quantitativ als auch qualitativ über einen Zeitraum von drei Jahren begleitet werden sollen, um detaillierte Einblicke in individuelle Entwicklungsverläufe während der Sekundarstufe zu gewinnen.

  • 121.
    Birky, Geoffrey
    et al.
    Georgetown University.
    Campbell, Connie M
    Millsaps College, USA.
    Raman, Manya
    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.
    Sandefur, James
    Georgetown University.
    Somers, Kay
    Moravian College, USA.
    One problem, nine student-produced proofs2011In: The College Mathematics Journal, ISSN 0746-8342, E-ISSN 1931-1346, Vol. 42, no 5, p. 355-360Article in journal (Refereed)
    Abstract [en]

    The context of this paper is a project aimed at meeting the challenges of teaching an introduction-to-proof course at our own institutions. These courses are typically taken by second year students intending to major in mathematics or computer science and are taught in sections of 15 to 24 students. These students benefit from being given the freedom to explore different methods of proof without the presumption that they will use a certain method.  This is the story of how what could have been a routine, closed problem became an open one.

  • 122.
    Bjuhr, Jerry
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
      Använder sig läraren av olika strategier när han/hon hjälper pojkar och flickor?: En studie av lärares förutfattade meningar om pojkar & flickor och hur detta återspeglas i deras sätt att hjälpa eleverna i matematik.2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med examensarbete var att synligöra eventuella skillnader i lärares sätt att hjälpa pojkar och flickor. Lärare som tar del av denna studie blir förhoppningsvis mer medvetna om vilka strategier som används och om eventuella skillnader man gör mellan könen.

    Idén till studien har sitt ursprung i Lovisa Sumpters avhandling. I den tillskriver lärare pojkar och flickor olika genussymboler i koppling till matematiskt resonemang. Fokus i denna studie har legat på att observera interaktioner som behandlar matematiska uppgifter och som utspelar sig mellan en lärare och en elev. Olika observationskategorier har utformats med Sumpters resultat som utgångspunkt. 5 olika gymnasielärare har observerats. För att underlätta observationerna och analysen av dessa så har interaktionerna mellan eleverna och läraren spelats in med hjälp av en trådlös mick.

    Resultat tyder på att lärarna agerar i enlighet med några av de genussymboler som eleverna tillskrivs i Sumpters studie. Bland annat så ger lärarna flickorna större möjligheter till imitativt resonemang, genom att visa fler exempel och oftare hänvisa till standardmetoder. En del av resultatet är till viss del motsägelsefullt mot tidigare forsknings som säger att pojkar i allmänhet tar större plats i klassrummet. I denna studie så hjälper lärarna fler flickor och tiden för varje interaktion är i genomsnitt längre för flickorna.  En av de tydligare skillnaderna som framkom var att läraren ställer fler öppna frågor till pojkarna. Detta innebär att pojkarna i större utsträckning får argumentera och genomföra sitt matematiska resonemang.

  • 123. Björkqvist, Ole
    et al.
    Gjone, GunnarJohansson, BengtKristjánsdóttir, AnnaLithner, JohanUmeå 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).Wallin, HansUmeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Preparation of researchers in mathematics education: Nordic symposium Umeå, August 17-20, 19951996Conference proceedings (editor) (Other academic)
  • 124.
    Björs, Malin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ”Det känns som att jag är bra i matte”: En studie om hur elever i årskurs 6 ser på möjligheterna att utveckla sin intelligens i ämnet matematik.2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine how pupils in year 6 describes how they can affect their intelligence. It also aims to see the degree to which international stydies can be applied in a Swedish context. This study discuss and use Carol S. Dwecks concept mindset. Two studies implemented after a method development of previous international studies. The method used to examine these questions isquestionnaire survey and interviews. The analysis is structured around the socio-cultural perspective and shows that to a certain extent it is possible to use international studies in a Swedish context and that pupils whit one mindset think that they can affect their intelligence while pupils whit the other mindset think that they can´t.

  • 125.
    Blankenburg, Janet
    et al.
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Interesse an naturwissenschaftlichen Tätigkeiten: Das RIASEC+N Modell2015Conference paper (Refereed)
  • 126.
    Blom, Elin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematiska stödinsatser: I glesbygdsskolor2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna fallstudie undersöker hur glesbygdsskolan utformar och organiserar stödinsatser för elever ibehov av särskilda utbildningsinsatser i matematik (SUM-elever). Det som studien fokuserar på är hurSUM-elever identifieras och kartläggs, vilka extra anpassningar och vilket särskilt stöd som utformasoch organiseras i matematik, arbetet med inkludering samt vilka arbetsuppgifter specialpedagogenhar i arbetet med matematiska stödinsatser. Studien bygger på intervjuer med lärare, specialpedagogoch rektor från två olika glesbygdsskolor i samma kommun samt deras kvalitetsredovisningar. Denteoretiska utgångspunkt som denna studie har är den fenomenologiska. Resultatet visar att skolornaupptäcker eleven i det dagliga arbetet. Lärarna anpassar den ordinarie undervisningen till SUMelevernavilket gör att särskilt stöd är ovanligt och stor andel av eleverna klarar nationella proven imatematik. Det råder en inkluderande miljö i glesbygdsskolan och specialpedagogensarbetsuppgifter är i till stor del att handleda och stötta lärarna.

  • 127.
    Blomqvist, Charlotta
    et al.
    Berghemsskolan, Umeå.
    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.
    Att kommunicera om likamedtecknet2013In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 39-42Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna artikel beskriver en lärare och en forskare sitt arbete med att utveckla den muntliga kommunikationsförmågan inom matematik i en fjärdeklass. Aktionsforskning utgör bakgrunden för arbetet och likamedtecknet står i fokus när eleverna utmanas i sitt matematiska tänkande med hjälp av lappar.

  • 128.
    Blomqvist, Elin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Blomström, Ninni
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Man får två chanser att förstå”: en interventionsstudie om TAKK som kommunikationsstödjande verktyg2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Tecken som alternativ och kompletterande kommunikation, TAKK, är ett kommunikationsstödjande verktyg som bygger på tecken från det svenska teckenspråket. Syftet med arbetet har varit att undersöka huruvida TAKK kan fungera som ett verktyg för att eleverna i en klass med språklig mångfald ska kunna använda sina språkrepertoarer för att förstå och göra sig förstådda i en svenskspråkig skolmiljö. Frågeställningarna behandlar lärare och elevers upplevelser av introducering och användande av TAKK. Studien utformades som en interventionsstudie och data samlades in med hjälp av intervjuer och observationer. Denna data analyserades därefter med hjälp av centrala begrepp inom translanguaging. Resultatet visar på att TAKK har potential att skapa en lugnare klassrumsmiljö och möjlighet att fungera som en språkstödjande bro i kommunikationen för elever och lärare.

  • 129.
    Blomqvist, Sandra
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Häggström, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Varierade arbetsmetoder och arbetssätt i svenskundervisningen för de tidiga skolåren2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att öka kunskapen om hur en varierad svenskundervisningkan planeras och genomföras. Styrdokumenten betonar vikten av att eleverna får arbetavarierat, med syfte att öka lärandet och lärarens möjligheter att tillgodose elevernasolika behov. I studien har vi observerat fyra klasser för att undersöka variationen avarbetsmetoder och arbetssätt som eleverna får möta. Därefter har klasslärarna intervjuatsför att en djupare förståelse för hur de tänker kring sin undervisning. Resultatet visadeatt undervisningen kan vara varierad både vad gäller arbetssätt och arbetsmetoder. Bådadessa variationer krävs för att undervisningen ska vara dialogisk. Hur kan då en varieradundervisning organiseras? Studien visar att de klasser som har den mest varieradeundervisningen har arbetat med ett tema eller storyline. Dessa metoder har resulterat iett varierat arbete både utifrån arbetssätt och arbetsformer. Tema eller storyline bidrogtill att eleverna fick möta ett klassrumsklimat som var mer dialogiskt än monologiskt.

  • 130.
    Bodin, Madelen
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att skapa egna virtuella modeller i fysik och teknik2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppson, Fredrik Haglund, Lund: Studentlitteratur AB, 2013, p. 169-184Chapter in book (Other academic)
  • 131.
    Bodin, Madelen
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Neutronia- Motivating Girls to Science Career Choices through Real-Science Experiences2017Conference paper (Refereed)
    Abstract [en]

    In order to make careers in science visible to girls, 24 girls from an uppendary school science program were chosen through a contest, to participate in a trip to Grenoble, France, and visit the research facilities ESRF (European Synchrotron Research Facility) and ILL (Institut Laue-Langvin:Neutrons for Science). The girls were presented a program, which included talking to researchers, doing experiments, presenting results and experiencing the environment where science is performed. In addition, 11 teachers participated in a similar trip in order to gain knowledge and experience to contribute to development of classroom material where science is brough into the classroom. Results show that attitudes towards science as a career choice was more positive after the trip than before. The teachers' trip resulted in several ideas that are still to be developed through a research-based design circle involving teachers, reserarchers and eventually students, in classroom activities making use of science and scientific results.

  • 132.
    Bodin, Madelen
    et al.
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Learning physics in a simulation environment2007Conference paper (Refereed)
  • 133.
    Bodin, Madelen
    et al.
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Model of competencies for modeling and numerical problem solving in university physics education2008In: GIREP 2008 Conference, Physics Curriculum Design, Development and Validation, August 18-22, Nicosia, Cyprus, 2008Conference paper (Refereed)
  • 134.
    Bodin, Madelen
    et al.
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Role of beliefs and emotions in numerical problem solving in university physics education2012In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 8, no 1, p. 010108-Article in journal (Refereed)
    Abstract [en]

    Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task with many degrees of freedom. Feelings corresponding to control and concentration, i.e., emotions that are expected to trigger students’ intrinsic motivation, were also important in predicting performance. Unexpectedly, intrinsic motivation, as indicated by enjoyment and interest, together with students’ personal interest and utility value beliefs did not predict performance. This indicates that although a certain degree of enjoyment is probably necessary, motivated behavior is rather regulated by integration and identification of expertlike beliefs about learning and are more strongly associated with concentration and control during learning and, ultimately, with high performance. The results suggest that the development of students’ epistemological beliefs is important for students’ ability to learn from realistic problem-solving situations with many degrees of freedom in physics education.

  • 135.
    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. 

  • 136.
    Boesen, Jesper
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    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).
    The relation between types of assessment tasks and the mathematical reasoning students use2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 1, p. 89-105Article in journal (Refereed)
    Abstract [en]

    The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning.

  • 137.
    Bogdanov, Sergey
    et al.
    Petrozavodsk State University.
    Oversby, John
    University of Reading.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teteleva, Ekaterina
    Petrozavodsk State University.
    Physics insight into “The Canterbury Tales” Chronotope2015In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 50, no 4, p. 462-467Article in journal (Refereed)
    Abstract [en]

    Many students regard physics as an isolated, sophisticated and perhaps a boring branch of science. Meanwhile, physics is embedded in most events and issues of society, culture and everyday life. To find and include such relevant contexts is one of the challenges for every physics teacher. Here we present our findings, which concern the classic The Canterbury Tales by Geoffrey Chaucer. Some important questions are still open and disputed, such as the dates of events in the story. In particular, physics can provide a method for an approximate estimation of the dates and places of the events in the tales. This paper provides some of the details.

  • 138.
    Boman, Kajsa
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jadelind, Kajsa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Man vet aldrig hur det ska gå och hur vi ska kunna kommunicera och lite så...": En studie om strategier i klassrumsundervisningen och strategier vid integrering av nyanlända elever2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to investigate what strategies experienced teachers use and how they work for integration into classroom teaching for newly arrived students. The study is qualitative and based on six semistructured interviews with experienced teachers in a municipality in northern Sweden and all teachers have worked with at least five newly arrived students in their careers. The results showed that the teachers received their strategies to teach new arrivals through experience and experience that they did not receive enough education. Teachers advocate the use of strategies such as image support, ICT, modella and social interaction. The result is in line with the research on how teachers' work for integration will be addressed. The conclusion was that successful strategies and integration work correlate with each other.

  • 139.
    Boman, Niklas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elevers känsla av sammanhang: En klassrumsintervention för att lära sammanhang2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den aktuella studien undersöktes hur gymnasieelevers känsla av sammanhang hänger ihop med deras känsla av stress och kontroll i vardagen. Syftet med undersökningen är att uppnå fördjupad kunskap i och utveckla ett salutogent perspektiv på undervisning i gymnasieskolan för att förbättra utfallet av undervisningen för eleverna och i förlängningen det samhälle de skall verka i.

    Elever från fyra gymnasieklasser besvarade tre olika formulär, för att mäta elevernas syn på tillvaron, samt deras upplevda stress och kontroll. I studien undersöktes också en metod ämnad att stärka elevernas förmåga att hantera och göra sin tillvaro begriplig och därmed elevernas upplevda stress och kontroll. I studien inkluderades elever från årskurs 1 och 2 vid två teoretiska gymnasieprogram, där eleverna från det ena programmet agerade kontrollgrupp.

    Resultatet pekar på samband mellan känsla av sammanhang och upplevd stress hos eleverna. Det tycks som att det finns en skillnad mellan pojkar och flickor i de rapporterade variablerna. Det tycks inte som att den utbildning eleverna har valt eller den årskurs de går i har samband med vad som rapporterats i de använda instrumenten. Den intervention som utförts tycks inte ha gett önskad effekt enligt de använda instrumenten.

    De slutsatser som kan dras från denna studie är att svag känsla av sammanhang hos dessa elever samvarierade med höga nivåer av upplevd stress, oavsett övriga faktorer hos eleverna. Frågan återstår fortfarande vad som kan göras för att stärka elevernas motståndsfaktorer mot den stress som de utsätts för på daglig basis i och utanför skolan.

  • 140.
    Borg, Farhana
    et al.
    Högskolan Dalarna.
    Vinterek, Monika
    Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden2016In: Environmental and Sustainability Education Research (ESER) Symposium. Dublin, Ireland, August 22-26, 2016, 2016Conference paper (Refereed)
  • 141.
    Borg, Farhana
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vinterek, Monika
    Högskolan Dalarna.
    Children's learning for a sustainable society: influences from home and preschool2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children?s behavior and attitudes, little is known about their influences on children?s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children?s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ?Eco-certified preschools? refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children?s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children?s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers? verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children?s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children?s declarative and functional knowledge were found.

  • 142.
    Borg, Farhana
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vinterek, Monika
    Högskolan Dalarna.
    Preschool children's knowledge about the environmental impact of various modes of transport2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 3, p. 376-391Article in journal (Refereed)
    Abstract [en]

    This study explored Swedish preschool children’s knowledge about theenvironmental impact of various transport modes, and investigatedwhether or not eco-certification has any role to play in relation to thisknowledge. Additionally, this study examined children’s perceivedsources of knowledge. Using illustrations and semi-structured questions,53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative datawere analysed using content analysis and Orthogonal Partial LeastSquares Discriminant Analysis (OPLS-DA), respectively. Findings revealedthat most of the children had acquired some knowledge about theenvironmental impact of various transport modes, although somechildren were not familiar with the word‘environment’. Although thecomplexity of children’s justifications for the environmental impact ofdifferent modes of transport tended to be higher at eco-certifiedpreschools compared to non-eco-certified preschools, no statisticallysignificant differences were found. Parents were reported to be a majorsource of knowledge.

  • 143.
    Boström, Amanda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Barn gör rätt om de kan: En studie om lågstadielärares arbete, erfarenheter och villkor kring undervisningen av elever med pragmatisk språkstörning2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie handlar om pragmatisk språkstörning, vad det innebär för de elever som har svårigheter med språkanvändningen i sociala samspel och hur lärare arbetar med dessa elever. Syftet är att beskriva och diskutera lärares arbete och erfarenheter kring undervisningen av elever med pragmatisk språkstörning. Studien bygger på kvalitativa semistrukturerade intervjuer med tre verksamma lågstadielärare i norra Sverige. Studiens forskningsfrågor innefattar hur lärare identifierar elever som har pragmatisk språkstörning och hur de beskriver att de arbetar med eleverna. I resultatet framgår det att de intervjuade lärarna identifierar elever med pragmatisk språkstörning med svårigheter att uttrycka sig, få andra att förstå eleven, svårigheter att förstå ironi, metaforer och ordspråk och använder strategier för att komma undan, som till exempel: ”Jag vet inte” eller ”Jag glömde”. Alla lärare anser att vikten av bildstöd, tecken som stöd, social förmåga, rätt ställda krav och att skapa förförståelse är viktigt i arbetet med pragmatisk språkstörning.

  • 144.
    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).
    Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis.

    The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.

  • 145.
    Boström, Erika
    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.
    The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice2014In: Development of mathematics teaching: Design, Scale, Effects, 2014Conference paper (Other academic)
    Abstract [en]

    This study is a sub study in a project about a comprehensive professional development program (PDP) for mathematics teachers in formative assessment (FA). My aim is to investigate in which ways the participating teachers’ classroom practice change, due to the delivered PDP, and also to identify reasons for the changes and the variation in changes. Fourteen randomly chosen mathematics teachers in secondary school participated in the PDP. The teachers were interviewed and their classroom practice observed before and after the PDP. They have also answered two questionnaires. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees. Factors that were important for the change to take place have been identified.

  • 146.
    Boström, Erika
    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.
    The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice2013In: Spaces for learning: past, present and future. Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013 / [ed] Röj-Lindberg, A-S., Burman, L., Kurtén-Finnäs, B. & Linnanmäki, K. (in, 2013Conference paper (Refereed)
    Abstract [en]

    This is a substudy in a project about a comprehensiveprofessional development program (PDP) in formative assessment (FA) formathematics teachers. My aim is to investigate in which ways the teachers’classroom practice change, with respect to FA, after participating in the PDP andwhat some of the reasons may be for these changes. Fourteen randomly chosenmathematics teachers in secondary school participated in the PDP. The teachers wereinterviewed and their classroom practice observed before and after the PDP.They have also answered two questionnaires. The PDPand the analysis about the teachers’ change is based on Dylan Wiliam and his colleagues’framework of FA. Preliminary results showthat all teachers were motivated to change and did change their practice, butto varying degrees.

  • 147.
    Boström, Erika
    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).
    Changes in teachers' formative classroom practice after a professional development programme, and important conditions for changeManuscript (preprint) (Other academic)
    Abstract [en]

    Formative assessment has been shown to have the power to positively affect student achievement, but support for teachers to substantially develop their formative classroom practices have been frequently unsuccessful. In this study, a random selection of year-7 teachers participated in a professional development programme (PDP) in formative assessment. The PDP was designed in accordance with many of the characteristics known to be important for teachers’ possibilities to develop their practice. Classroom observations, questionnaires and interviews are used to investigate the changes made in the teachers’ classroom practices after the PDP, and the conditions and barriers they perceived to have been important in their endeavours to developing a formative classroom practice. The results show how all teachers developed their practice, but to different degrees, and that a majority of the implemented activities focus on the teacher as the responsible agent for the formative assessment process. The teachers were satisfied with most of the conditions provided during the PDP, but experienced barriers for change from the teaching conditions at their schools after the PDP. A comparison is made with a parallel PDP for year-4 teachers that resulted in large teacher changes and significant effects on student achievement.

  • 148.
    Boström, Erika
    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).
    Motivational beliefs as an explanation for the effect of professional development programmes in formative assessment on teacher practiceManuscript (preprint) (Other academic)
    Abstract [en]

    Research has identified characteristics of professional development programmes (PDPs) which are successful inchanging teachers practice and improving student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. Through teacher interviews and questionnaires, we investigated why randomly selected teachers in schoolyear-7, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study and why these changes differed from those of teachers in schoolyear-4 participating in a similar PDP. The results show that the teachers’ motivational beliefs held after the PDP is an explanatory factor for their changes in practice. We discuss how differences in these beliefs may have developed by connecting characteristics of the teachers, the school, and the PDP to the mechanisms of change identified in a model of teacher growth.

  • 149.
    Boström, Erika
    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 a specific formative assessment practice on student achievement in mathematicsManuscript (preprint) (Other academic)
    Abstract [en]

    Research has shown that formative assessment can enhance student learning. However, there is a great variety in how formative assessment is conceptualized and implemented, and in the size of the effects found on student achievement. A need has been identified for experimental studies both carefully describing the characteristics of the implemented formative assessment practice and its impact on student achievement. This study examines the effects on student achievement of the changes in a random sample of 14 secondary school mathematics teachers’ formative classroom practice that followed a professional development input. The practices were described, and student achievement were measured with pre-tests and post-tests. Results show that there were no significant differences in learning gains between the classes in the intervention group and the control group. The results also show no significant correlation between the number of formative assessment activities implemented by the teachers and the change in students’ achievement

  • 150.
    Brand, Amanda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Det är mer än enkel motivation: En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Motivation is a strong thing within ourselves as teachers and students. The TIMSS-study of 2011 shows that students in year 4 have a high interest in maths but in year 8 it is weakening. It is also in the early years that students are easier to motivate and teachers can help them to keep their interest up. This study is about how teachers can give students feedback so they get more motivated for mathematics. The study investigates this from three directions; 1. Interviews of the three teachers, 2. Observations of the teachers and 3. Students’ understanding. The study focuses on the autonomy and controlling aspect of feedback that the teacher gives to their students.

1234567 101 - 150 of 797
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf