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  • 251.
    Forsberg, Marry Grace
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematisk kommunikation mellan lärare och elever: En studie i tre olika årskurs 1 klassrum med matematikundervisning2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate if and how teachers’ and students’ communication in a classroom can lead to learning mathematics. It also aims to identify how students can reason about mathematics in various classroom situations. The study was conducted by using participant observation and interviews with three teachers and their classes in year 1 at a school in northern Sweden. The results show that oral communication of mathematics has equal room as written mathematics. Students work in the book, but the teacher and student also communicate to solve math problems in the book. Communication between students and teachers and between students takes place in the teaching. Communication is used as a tool for learning and development in mathematics. Students and teachers communicate mathematics in the classroom to learn and to understand each other. Learning processes take place in every lesson and pupils practice their communication skills in Year 1. Pupils understanding of mathematics are positive. Students in grade 1 think that math is fun and exciting. They understand teacher’s instructions, explanations and lessons. And the teachers believe that communication is an important tool in mathematics teaching.

  • 252.
    Forsell, Isabelle
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att undervisa engelska i årskurs 1: En fenomengrafisk studie2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker olika uppfattningar några lärare har om deras kunskaper inom skolämnet engelska och vilka utmaningar lärarna upplever vid undervisning av engelska inom årskurs 1. Utifrån en fenomenografisk ansats undersöks lärares olika uppfattningar och hur de ser på sina färdigheter inom språket. Studien utfördes i en skola med tre lärardeltagare som alla arbetar inom årskurs 1. Metodval för studien är kvalitativa, semistrukturerade intervjuer. Intervjuerna utfördes enskilt med varje lärare och resultatet visar att lärarna upplever att skolämnet engelska inte tas på allvar för årskurs 1 och att det måste ske en förändring för att undervisningen ska kunna utvecklas. 

  • 253.
    Forsman, Cajsa
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Eriksson, Josefine
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Likvärdig utbildning för elever med hörselnedsättning i majoritetsskolor: En studie om extra anpassningar för en inkluderande undervisning i de lägre årskurserna2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I läroplanen för grundskolan står det skrivet att skolan är skyldig att anpassa undervisningen så att alla elever får hjälp att nå målen. Syftet med studien är att undersöka skolsituationen för elever med hörselnedsättning, samt vilka extra anpassningar som kan tillämpas för dessa elever. Genom kvalitativa metoder undersöker studien hur elever med hörselnedsättning kan inkluderas i den ordinarie undervisningen. Bain och Legers modell för faktorer som påverkar användning av hjälpmedel för individer med hörselnedsättning har agerat analysmodell i studien. Resultatet visar att omgivningen, lärarens profession och medvetenhet samt teknik bör anpassas för att elever med hörselnedsättning ska kunna delta i undervisningen på ett likvärdigt sätt. Som slutsats för studien framkommer det att det som är viktigast för att elever med hörselnedsättning ska få ta del av undervisningen på ett likvärdigt sätt som övriga elever så krävs det att läraren är medveten om hörselnedsättningar och har ett tydligt och välplanerat arbetssätt.

  • 254.
    Forss, Viktor
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lärandeteorier i undervisning och examination: En studie av samhällskunskapslärares kunskapssyn i gymnasieskolan2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats undersöker huruvida samhällskunskapslärare på gymnasiet präglas av olika lärandeteorier i sin undervisning i förhållande till sina examinationsmoment. För att ta reda på detta har undersökningen en kvalitativ ansats där intervjuer har genomförts med fyra lärare på en gymnasieskola i Stockholm. Intervjuerna har försökt klargöra vilka av lärandeteorierna behaviorism, kognitivism, pragmatism och det sociokulturella perspektivet som kan tänkas känneteckna deras syn på kunskap och examinationsmaterial. Resultaten från dessa intervjuer har sedan jämförts med kvalitativa innehållsanalyser av lärarnas examinationsmaterial med fokus på vilka lärandeteorier som kunnat identifierats. Slutsatsen för denna studie är att skillnader finns mellan vilka lärandeteorier som präglar samhällskunskapslärarnas syn på kunskap och hur de konstruerar samt bedömer examinationer. Detta skulle kunna vara problematiskt för framför allt elever i de fall där de inte uppnår ett önskat resultat på grund av skillnader mellan undervisningsmetod och examinations-moment.

  • 255.
    Frangén, Cecilia
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    E-böcker i klassrummet: En kvalitativ studie av mellanstadieelevers attityder till användningen av e-böcker i undervisningen2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka mellanstadieelevers attityder till elektroniska böcker i undervisningen. Detta gjordes genom fokusgruppsintervjuer i en femteklass där eleverna dagligen läste e-böcker via inläsningstjänst. Resultatet visade att de intervjuade eleverna var positiva till användningen men att ett fåtal elever skulle föredra att läsa i pappersböcker. Trots att eleverna var positiva konstaterade de att vissa aspekter med e-boken kan förbättras exempelvis genom att ha texten på skärmen och att kunna markera ord från den. Dessutom visade resultatet att en svårighet var de tekniska problem som uppstod. Dessa var långsamt internet och långsamma datorer som tog mycket värdefull lektionstid.

  • 256.
    Fredby, åsa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Motivation som leder till höga betyg i matematik: En studie om vad skolan kan göra för att öka motivationen hos elever2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    En kvantitativ undersökning med 248 enkätsvar har genomförts. Syfte var att jämföra och analysera motivationen hos elever med olika betyg i matematik och elever som läser eller inte läser matematikinriktning samt beskriva hur skolan kan hjälpa elever till ökad motivation i matematik. Ett särskilt fokus riktades på SUM-elever. Motivationsteorierna Achievement goal theory, Self-determination theory och Attribution theory studerades för att se vilka karakteristiska drag som leder till ökad motivation. Resultatet pekade på samband mellan elevers betyg och motivation i matematik. Elever med högre betyg hade högre motivation än elever med lägre betyg. Det framkom vad elever tycker är viktigt för att de ska lära sig matematik, vilket till stor del sammanfaller med vad motivationsteorierna beskriver att skolan ska arbeta med för att öka motivationen. Sammanfattningsvis pekade resultatet på att skolan bör ange tydliga mål, ge valmöjligheter samt utmanande men anpassade uppgifter för att hjälpa elever till ökad motivation. Dessutom bör skolan hjälpa elever att notera sina framsteg, att inse att misstag bidrar till lärande samt att ansträngning leder till känsla av kompetens.

  • 257.
    Fredriksson, Rickard
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Åhlin, Mathias
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    IKT i undervisningen: En kvalitativ studie om lärares förutsättningar och användning av IKT i          matematikundervisningen2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Previous studies have shown there´s not always a connection between the use of ICT in teaching and positive learning outcomes. It's a matter of how teachers use ICT in their teaching, the teacher´s competence and the technical conditions. The aim of this study was to widen the knowledge about how teachers use ICT in their mathematics education in grades 4–6, and what conditions teachers have for implement ICT in their education. The study was based on qualitative interviews with teachers and “development leaders” and observations of teachers. The result was processed with the TPACK framework and also discussed from a sociocultural perspective. The result showed that teachers used ICT in various ways, were a teaching method that occured was students working in pairs with computers, which previous research have proved to be successful. The study also indicated that good technical conditions led to increased ICT use among students.

  • 258.
    Frändén, Malin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lärares tankar kring läsundervisning: En studie om lärares tankar kring läsundervisningen i skolor med olika styrning2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie handlar om lärares förståelse av läsundervisning samt deras tankar kring resultaten i PIRLS. Då både Sverige och England fått bättre resultat i PIRLS samt att de arbetar med olika metoder är det intressant att höra tankar kring läsundervisningen och elevers läsförmåga ifrån både svenska och engelska lärare. Detta är spännande då det i denna studie framgår att trots att lärarna i de båda änderna använder olika metoder för att främja elevers läsutveckling har de likartade tankar kring läsundervisning. För att få syn på lärares förståelse av läsundervisning analyseras lärarnas beskrivningar av läsinlärningens genomförande och mål. En kvalitativ studie genomfördes utifrån empirisk data insamlade via semistrukturerade intervjuer. I studien används sociokulturellt perspektiv för att analysera och diskutera resultatet. Resultatet visar att lärarna i just denna studie beskriver att elever läser för lite hemma samt att eleverna inte är intresserade av att läsa vilket har konsekvenser för läsundervisningen. 

  • 259.
    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.
    Accounting for situated experience in socio-cultural-historical inquiry: Bakhtinian utterance in a mathematics classroom2010In: Proceedings of the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, 3-5 June 2009, Stockholm, Sweden / [ed] Karin Junefelt, Pia Nordin, Stockholm: Department of Scandinavian Languages, Stockholm University , 2010, p. 148-156Conference paper (Refereed)
    Abstract [en]

    This paper discusses two cases of instruction from within a mathematics classroom, in which the situated experience of participants is informed using Bakhtinian utterance as analytical construct. The first illustrates situatedness and shared reference between teachers and students in the social speech of the classroom, with reference to the generic ‘When we multiply, we add’ in the teaching-learning of exponents. The second discusses the sharing of experience and the shaping of reason by students solving a problem as a group, in relation to a graph depicting the movement of an elevator between two floors where the word ‘stop’ is used to both convince and be convinced by the other. Located within a socio-cultural-historical study and accounting for the materiality of language in which individual intention, meaning and experience is populated, a Bakhtinian analysis enables access to both individual and collective thinking. This approach in turn informs the nature of active knowing in the teaching-learning of mathematics and its authoritative word.

  • 260.
    Gade, Sharada
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Activity settings and pedagogical categories2015In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 17, no 2, p. 148-149Article in journal (Refereed)
    Abstract [en]

    This report discusses analysis of data collected as participant observer during doctoral work (Gade, 2006), examined more recently with Engeström’s version of activity theory (Gade, 2014). The empirical data under consideration refer to two particular group tasks conducted by two experienced teachers at the commencement of the academic term, with all students assembled into small groups. I consider the conduct of these tasks as an Activity setting (Tharp & Gallimore, 1988), in realising which teachers exemplified the pedagogical category of Joint productive activity (Dalton & Tharp, 2002). These two constructs draw on cultural historical activity theory (CHAT) perspectives which explain how human consciousness and personality develop in goal-directed activities.

  • 261.
    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. City University of New York (CUNY).
    Adopting a theory/practice stance for educational action: Three examples from mathematics classrooms2013In: Action Research Network of the Americas (ARNA) Inaugural Conference 1-2 May 2013, San Francisco, CA, USA, Session Abstracts, San Francisco, 2013, p. 7-7Conference paper (Refereed)
    Abstract [en]

    I shall demonstrate my conduct of action research at Grades four and eight in Sweden. By drawing on cultural-historical and/or Vygotskian perspectives, I shall explore the nuances of its theory/practice approach with three examples from ongoing classroom practices. In the first I shall draw on the theory of explicit mediation1 to rectify the faulty use of the = sign by students and share my collaboration with a teacher at Grade four. In the second, I shall draw upon exploratory talk and report my work with the same teacher in relation to the topic of measurement, within a project on communication and mathematics for which she had obtained funding. Finally, I shall present my conduct of an action strategy with two teachers at Grade eight, situated as their classrooms and school were in a wider environment facing consequences of global recession. In doing so I attempt to unravel the interplay between existing research/theory and situated practice, which together informed the taking of collaborative educational action as practitioners. 

  • 262.
    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. Homi Bhaba Centre for Sciecne Education (HBCSE), Tata Institute of Fundamental Research (TIFR), Mumbai, India.
    Analysing appropriation in a mathematics classroom: The case of a textbook and a mnemonic2008Conference paper (Refereed)
    Abstract [en]

    The appropriation of cultural resources in any social environment is of theoretical interest in order to understand Vygotsky's contention of how skills that are interpsychological become intrapsychological, allowing the individual to direct attention to elements that are necessary to carry out a particular task at hand. The analysis of appropriation is of methodological interest to be able to obtain explanatory power and understand as Rogoff argues how students comprehend their roles, transform practice through appropriation and relate their participation from one activity to another. Combining a theoretical and methodological interest, this paper discusses two instances of appropriation by students who utilise a textbook and a mnemonic in meeting instructional goals in the classroom teaching-learning of mathematics. Leont'ev distinguished the process of appropriation as unique to human ontogenetic development, one that takes place in an objective world of cultural resources. In analysing embedded goals, mastery of cultural resources and transformation of practice, an understanding is sought of the complex, collaborative and situated conditions that facilitate the process of appropriation and the cultural nature of human development.

  • 263.
    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. University of Oxford.
    Analysing two group-tasks and a collaborative classroom practice with Engeström’s activity theory2014In: Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Volume 34 Number 1 / [ed] Patrick Barmby, 2014, p. 43-48Conference paper (Refereed)
    Abstract [en]

    Two teachers, Olaf and Knut, conducted two group-tasks in succession, early in the academic year at a gymnasium or upper secondary school in Norway. In doing so they steered classroom practice away from traditional instruction, with Olaf alone as teacher, to cooperative learning in small groups with guidance from both. While the first group-task titled When Together initiated cooperative learning by students in small groups, the second titled How Heavy initiated student groups to build upon group cooperation and work with other groups in a collaborative classroom practice. It was Olaf and Knut’s intention to have their students cooperate in small groups at all times and collaborate with students from other groups on occasion. A few months into the year, Olaf and Knut’s students’ groups had opportunity to discuss rules of cooperation whereupon their collaborative classroom practice became the norm. Using examples of students’ attempts at both group-tasks, I portray Olaf and Knut’s initiation of such a practice. Using Engeström’s activity model I shed light on how students' participation was transformed to meet with their intentions.

  • 264.
    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. Høgskolen i Agder, Kristiansand, Norway.
    Artefact mediated classroom practice2007In: Relating practice and research in mathematics education - Proceedings of Norma05 / [ed] C. Bergsten, B. Grevholm, H. S. Måsøval and F. Rønning, Trondheim: Tapir Academic Press , 2007, p. 257-269Conference paper (Refereed)
    Abstract [en]

    This paper reports on a classroom study of meaning being made by students working in small groups in a mathematics classroom at an upper secondary school. A naturalistic study, it observes student activities within the classroom from a socio-cultural-historical perspective. It addresses the artefact mediated classroom practice, wherein student participation and meaning making is guided and apprenticed by the teachers. Mediated by artefacts within intentional practices, the mathematics classroom constitutes a culture which is also the medium for meaning making.

  • 265.
    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.
    Close-to-practice classroom research by way of Vygotskian units of analysis2012In: Proceedings of the 12th International Congress on Mathematics Education (ICME), 8-15 July 2012, Seoul, Korea, 2012, p. 4312-4321Conference paper (Refereed)
    Abstract [en]

    This paper discusses the potential of Vygotskian units in researching classroom practices. Adopting a close-to-practice approach and action research where possible, an attempt is made to shed light on ongoing practices across grades 4-6, 7-9 and the gymnaisum. The theory/practice approach adopted keeps alive the relationship between theory-which-informs and theory-being-built, as well as existing-practice and steered-practice in these studies. The potential to inform researcher reflexivity and guide educational action along with the ability of units to grasp complexity, from as many perspectives as possible, and ascend to the concrete is brought forward. Such a strategy is deliberate, geared towards informing practitioner inquiry in ongoing classrooms. 

  • 266.
    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.
    Narratives of students learning mathematics: Plurality of strategies and a strategy for practice?2010In: Mathematics and Mathematics Education: Cultural and Social Dimensions: Proceedings of MADIF7, the Seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten, Eva Jablonka, Tine Wedege, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2010, p. 102-112Conference paper (Refereed)
  • 267.
    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.
    Oneself in practitioner research, with Vygotsky and Bakhtin2016In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 17, no 4, p. 403-414Article in journal (Refereed)
    Abstract [en]

    Practitioner action and reflection are understood as central to practitioner research in this paper. While Vygotskian based premise highlight instructional practices and intervention as central to practitioner understanding, Bakhtin based dialogical premise draw on relational constructs and attend to practitioner being, answerability and authorship. Vygotskian and Bakhtinain units of analysis used are viewed as means with which to conceive practitioner action/reflection and build a community of practitioners. Taken together practitioner knowing is found inextricable with practitioner ontology, making practitioner research of ongoing instructional practices more human in line with Dewey.

  • 268.
    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.
    Practitioner collaboration at a Grade four mathematics classroom: by way of relational knowing and relational agency2014In: Promoting change through action research / [ed] Franz Rauch, Angela Schuster, Thomas Stern, Maria Pribila and Andrew Townsend, Rotterdam: Sense Publishers, 2014, p. 35-47Chapter in book (Refereed)
    Abstract [en]

    Drawing on narrative inquiry as well as activity theory perspectives, in this chapter I examine three aspects in relation to research conducted with a mathematics teacher Lotta, as Charlotta is known, at a Grade 4-6 school in Sweden. First, the nature of relational knowing which, born of practitioner narratives, led us to collaborate and take action (Hollingsworth, Dybdahl & Minarik, 1993).

  • 269.
    Gade, Sharada
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Oxford University, UK.
    Praxis and phronesis as units of analysis: realising a social science that matters in practitioner inquiry2014In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 15, no 6, p. 718-728Article in journal (Refereed)
    Abstract [en]

    The notions of praxis, or practical action, and phronesis, or practical wisdom, are engaged with from two perspectives in this paper – with examples from author's classroom studies across various Grade schools in Sweden on one hand and the theoretical exposition of these notions across a selection of existing literature on the other. A persuasive case is made for having praxis and phronesis be regarded as units of analysis suitable for grasping as well as furthering practitioner inquiry. The results of such research, conducted as a practice, are aimed at informing the vicarious and the experiential, upon which any reader can in turn base actions. In their ability to examine the practical, particular and local, the pursuit of such a social science is argued as being one that matters to the practitioners themselves.

  • 270.
    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.
    Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study2017In: Nordic Studies in Mathematics Education, ISSN 1104-2176, Vol. 22, no 3, p. 5-23Article in journal (Refereed)
    Abstract [en]

    This paper relates to project related instructional interventions, conducted via teacher-researcher collaboration in a Grade Four mathematics classroom. Drawing upon cultural historical activity theory or CHAT perspectives, such conduct exemplifies research as praxis. While CHAT perspectives argue for a theory/practice approach, enabling practitioners to act on their reflexivity and address contradictions found in ongoing practice; research as praxis views practitioner reflexivity as central to pursuing openly ideological work and practising in empirical inquiry what one preaches in theoretical formulations. Such pursuit led to our becoming stakeholders in each other’s professional practice and the conduct of interventions becoming the shared object of both teaching and research. In teacher-researcher collaboration realising expansive learning activity, it was possible to question modernist assumptions which view abstract theory as applicable to any concrete practice and take political action in dialectic with theory.

  • 271.
    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.
    Researcher reflexivity leading to action research in a mathematics classroom: enabling Nelly to multiply again through deconstruction and reconstruction2011In: Proceedings/Abstract of papers of the International Society of Cultural and Activity Research (ISCAR) International Conference, 5-10 September 2011, Rome, Italy, 2011, p. 280-282Conference paper (Refereed)
    Abstract [en]

    Two studies, at grade six and grade four in Sweden with a mathematics teacher Lea, are drawn upon in this paper to discuss the active role of researcher reflexivity made possible when situated narrative, classroom talk and mediated action are deployed as units of analysis. While in the first study, situated narrative provides access to voices and strategies of students in their attempts at learning the mathematics being demanded of them; the deployment of classroom talk and mediated action as additional units in the second allows further access to students' participation in activities specially designed to promote communication within mathematics. With greater insight into classroom teaching-learning, researcher reflexivity is now encountered in empirical terms, preparing the ongoing study for desirable intervention if necessary. Such an opportunity arises and is utilised when Lea shares with the researcher, her stumbling upon of the faulty use of the equality sign by her students. With activities now designed and conducted to trace the root of the problem and facilitate appropriate use as background, the personal travails of a student Nelly with the multiplication demanded of her also surface. Nelly is found able to multiply in a manner as mandated by the textbook, yet brakes down when unable to respond to a question in Lea's test that seeks the finding of pattern. The processes of deconstruction and reconstruction then lead the researcher to trace as well as resolve Nelly's predicament, allowing Nelly to regain her lost sense of control over her computational abilities as well as confidence. Drawing upon reflexivity substantiated in empirical terms, it thus becomes possible for the researcher to shift her role from a practical to a critical-emancipatory one, as well as – sustain an action research cycle, develop actionable knowledge and crucially, empower Nelly, her teacher and research.

  • 272.
    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.
    School: as teacher, researcher, educator2011In: Under the Imli tree: fifty years of Vidyaranya, Hyderabad, India: Vidyaranya Alumni Foundation , 2011, p. 42-43Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    This is a reflective article, written for a volume commemorating fifty years of the school in Hyderabad, India, at which I taught for over twelve years. The 'Imli tree' in the title of the volume, refers to the 'Tamarind tree' which has stood beside the school for all these years.

  • 273.
    Gade, Sharada
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    School change and educational reform: how activity theory could respond to Sarason's insights2016In: Da Investigação às Práticas, ISSN 2182-1372, Vol. 6, no 2, p. 25-38Article in journal (Refereed)
    Abstract [en]

    Three perspectives are brought together in this paper, towards recognising the centrality of participant agency in school change and educational reform. First, observations made by Sarason in relation to school change and educational reform. Second, Engeström's activity theory based interventionist methodology, which seeks recognition of agency in the conduct of local interventions. Finally an empirical case of teacher-researcher collaboration and project based intervention at a Grade four mathematics classroom in Sweden. Herein lies the possibility of viewing school change and educational reform in terms of students' interests and teacher agency within classroom interventions.

  • 274.
    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.
    Students' meaning making in a collaborative classroom practice as initiated by two teachers2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol. 2: Developing Mathematical Thinking / [ed] Behiye Ubuz, Ankara, 2011, p. 2-361-2-368Conference paper (Refereed)
    Abstract [en]

    This paper reports the nature of classroom practice that afforded students' meaning making at an upper secondary mathematics classroom in Norway. The participation of both teachers and students in the collaborative classroom practice they jointly establish is outlined. A longitudinal and person-in-practice view sheds light not only on the meaning producing foreground that was initiated, but also the nature of its growth. An artefact of instructional practice of two teachers Olaf and Knut is thus evidenced. In this there is opportunity to appreciate mathematical content, pedagogy and students' thinking in an integrated manner – making such knowledge useful and usable by practising as well as prospective teachers of mathematics.

  • 275.
    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.
    Studying classroom problem-solving instruction and learning via mediated action and talk2011In: Problem Solving in Mathematics Education: Proceedings of the 12th ProMath Conference, 10-12 September 2010, Jena, Germany / [ed] Kinga Szücs, Münster: WTM Verlag für wissenschaftliche Texte und Medien , 2011, p. 48-62Conference paper (Refereed)
    Abstract [en]

    This paper attempts to synergise the recognised need for studying classroom problem-solving instruction and learning and the promise of such study with socio-cultural-historical and activity or CHAT perspectives. A doctoral and longitudinal study is drawn upon to illustrate the insight that is possible when two of its constructs, namely mediated action and spoken language or talk are utilised as units of analysis. The writings of A. R. Luria are specially drawn attention to enable analysis of various instances within teaching-learning in which the higher mental function of spoken language makes the development of other higher mental functions possible. It is argued that occasion to develop numerous such functions within classroom instruction could contribute to the repertoire of skills that are necessary for solving mathematical problems by students.

  • 276.
    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. University of Oxford.
    Surface area to volume ratio and metabolism: analysing small group-task as Vygotskian activity2013In: Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Volume 33 Number 3 / [ed] C Smith, London, 2013, p. 25-30Conference paper (Other academic)
    Abstract [en]

    Three students Dan, Levi and Thor, attempt a group-task containing worksheets A and B. While worksheet A asks students to calculate and compare surface area to volume ratio of a sphere for six successive units, worksheet B asks them to consider the metabolism of living cells and the bearing the ratio has on their functioning and size. While Levi and Thor own the group-task, follow its instructions and deliberate on its questions, Dan declares his intention of observing Levi and Thor and takes a free ride. Based on students inscriptions and transcript of audio-recordings, I show how Levi and Thor work through calculations required in worksheet A with ease, even coming up with conjectures. In attempting worksheet B they are able to correlate better metabolism in cells with a smaller radius, yet question if that model is indeed borne out in reality. The concept of activity in Vygostkian theory is used to study students attempts at the group-task. Three constructs from cultural historical activity theory and/or CHAT namely leading activity, germ cell of activity and learning activity are utilised to shed light on attempts by Dan, Levi and Thor at their group-task. 

  • 277.
    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.
    Taking collective action through exploratory talk: The case at a grade four mathematics classroom2014In: CARN BULLETIN 17: Towards Creative Action: Transformations and Collaborations in Practice / [ed] Sally Hardy, Manchester Metropolitan University, 2014, p. 55-61Conference paper (Refereed)
  • 278.
    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.
    Teacher research as self-study and collaborative activity2015In: LEARNing Landscapes, ISSN 1913-5688, Vol. 8, no 2, p. 173-187Article in journal (Refereed)
    Abstract [en]

    This article highlights two insightful methods for advancing teacher research: practitioner self-study in relation to a range of texts, with which to examine one’s educational landscape; and classroom interventions conceived as a Vygotskian activity, via teacher-researcher collaboration. Both approaches allow teachers and collaborating researchers to share individual expertise across institutional boundaries and engage in creative local action.

  • 279.
    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.
    Teacher-researcher collaboration as transformation – A case study2014In: Abstract of papers of the International Society of Cultural and Activity Research (ISCAR) International Conference, 29 September - 3 October 2014, Sydney, Australia, 2014, p. 18-18Conference paper (Refereed)
    Abstract [en]

    This paper details researcher collaboration with Lotta, a mathematics teacher at a Grade 4-6 school. This began with a six month study during which I observed Lotta's classroom teaching at Grade six. My pursuit of narrative perspectives in this study, created room for intersubjectivity and endeared Lotta and me to collaborate thereafter. Lotta's application for project funding from national school authorities, then paved way for researcher intervention in Lotta's teaching, at her now Grade four. Our conceiving teaching-learning in Vygotskian terms allowed for two kinds of interventions. Talk based interventions geared towards correlating mathematics and communication as part of Lotta's project and specific interventions relating to say mathematical problem posing and students' use of the mathematical = sign. In Lotta next being employed by national school authorities themselves, our collaboration shifted to reflecting and reporting on our interventions by means of co-authorship. The trajectory from participant observation to co-authorship in our collaboration thus corresponds to my reference to Lotta as Lea in my first study, to her theorising and facing up to public scrutiny as herself. Lotta is since Rektor of a school at which we intend to widen our collaboration. 

    While recognising agentive understanding as teacher and researcher to be a result of intervening in Lotta's instructional practice, it is purpose, goals and outcomes of teacher-researcher collaboration that is of interest. With its transformative manner as backdrop and in line with writings led by Anna Stetsenko I examine three specific aspects. First, in what way did our collaboration qualify as leading activity, enabling research to capture our selves as evolving in our interventions. Second, how did our actions exemplify a transformative activist stance that promoted human knowing and becoming, rooted in the ideals of social justice. Finally, how did our attempts at collaborative purposeful transformation stem out of social practice, through social practice and for social practice we set out to change. In line with a practical-theoretical endeavor, such analysis sheds light on a transformatory vision of human development in terms of a dialectical, non-reductionist, non-dualist, non-additive relational ontology as played out in our case of teacher-researcher collaboration. 

  • 280.
    Gade, Sharada
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teacher-researcher collaboration in a Grade Four mathematics classroom: Restoring equality to students usage of the '=' sign2012In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 20, no 4, p. 553-570Article in journal (Refereed)
    Abstract [en]

    This article portrays action research conducted in relation to students’ faulty use of the equality sign at a Grade four mathematics classroom in Sweden. Substantial background on teacher-researcher collaboration that prepares ground for the action research is offered. Drawing on CHAT perspectives the conduct of activities mediated by diagrammatic objects (lappar) as cultural artefacts and students' inscriptions in these is also provided. As semiotic activity the action research cycle allows students to reflect on signs, meanings and their interrelationships while working with knowledgeable others. A three stage conclusion discusses relevant research in mathematics education, the nature of practical theory realised, and actionable knowledge thereby possible in terms of trustworthiness.

  • 281.
    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.
    The solving of problems and the problem of meaning: the case with grade eight adolescent students2012In: Proceedings of the 13th ProMath conference, September 2 – 4, 2011, in Umeå, Sweden, Problem solving in mathematics education: learning problem solving and learning through problem solving / [ed] Tomas Bergqvist, Umeå: Umeå university , 2012, p. 5-16Conference paper (Refereed)
    Abstract [en]

    The problem of loss of meaning in schooling and teaching-learning of mathematics is explored in a study with adolescent students at two grade eight classes in Sweden with five frames of reference: deploying CHAT theoretical perspectives, incorporating student agency and identity, conduct of an action strategy, the design of meaningful mathematical tasks and the situatedness of these in local contexts of classroom and school. Exemplary of second-order action research, the conduct of five mathematical tasks enables reformulating the situated social practice in the classrooms, evidencing overt display of student identity in the fifth and final task. The addressing of problems posed by students in this open-ended task e.g. What is your favorite sport? Have you tested smoking? allows students to combine mathematical knowing and a sense of achievement, along with their selves as perceived in their local contexts. The inclusion of problems/mathematical tasks related to students' self is thus sought for in the curriculum of mathematics for adolescent students. 

  • 282.
    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.
    Theory in service of the concrete: Cultural studies, schooling and critical mathematics education2012Conference paper (Other academic)
    Abstract [en]

    As different from building theory from research the ability of theorising for action research at two Grade eight classrooms is discussed, by deploying cultural studies and problematising how students and teachers are (dis)empowered by cultural, political, global and economic forces. Moving beyond adoption of a neutral outlook to schooling and mathematics, the practice of mathematics education research necessitates careful and critical thinking through of content, context and agency. An attempt is made to narrate a better story of what could transpire within four walls of a mathematics classroom - situated as classroom and school themselves are in wider societal contexts. 

  • 283.
    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.
    To choose or not to choose mathematics: voices of students schooling at a gymnasium2012In: Proceedings of Norma 11: the sixth Nordic Conference on Mathmatics 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, 2012, p. 267-277Conference paper (Refereed)
    Abstract [en]

    This paper portrays voices of students pursuing mathematics at their gymnasium. Obtained through narrative interviews, the students voiced were observed and interacted with through their academic year. The opting out by one of the students from the standard level course for another course less demanding, forms backdrop to voices reported. An attempt is made to look beyond the label of modernity and seek to understand how the learning of mathematics by students is intimately connected to their experience of schooling. An example of close-to-practice research, highlighting tensions and contradictions of classroom practice, is presented.

  • 284.
    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.
    Two small stories about self and world at grades four and five: informing close-to-practice research of mathematics classrooms2012In: Responsible Research: Papers from the Fourth Qualitative Research Conference / [ed] Petri Salo, Åbo: Åbo Akademi University, The Faculty of Education , 2012, p. 34-44Conference paper (Refereed)
    Abstract [en]

    This paper deliberates upon two small stories offered by Sara and Eva at a grade 4-6 Swedish school. The two narratives allow research to examine the notion of students' subjectivity within teaching-learning of mathematics and schooling more broadly. Offered as talk-in-interaction these are analysed with respect to what Sara and Eva did with their talk, as well as the nature of self that either was able to accomplish. There is opportunity to examine the role played by these stories in mediating the lived world and told world that either experienced. While Sara examined writing in story books, Eva examined babysitting her siblings. The positioning of either as social beings in their contextual tellings, informs agency and actions of either in their respective lives. Such analysis informs research about students' identity or their who in addition to the how of their participation, vital to initiating any educational action.

  • 285.
    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. City University of New York, Oxford University.
    Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity?2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 3, p. 603-619Article in journal (Refereed)
    Abstract [en]

    Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity. 

  • 286.
    Gade, Sharada
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. The Graduate Centre, City University of New York, New York, NY, USA.
    Blomqvist, Charlotta
    Berghemskolan, Umeå.
    From problem posing to posing problems via explicit mediation in Grades 4 and 52015In: Mathematical problem posing: from research to effective practice / [ed] Florence Mihaela Singer, Nerida F. Ellerton, Jinfa Cai, New York: Springer Science+Business Media B.V., 2015, p. 195-213Chapter in book (Refereed)
    Abstract [en]

    Drawing upon cultural historical activity theory (CHAT) perspectives,in this chapter we portray a classroom practice of problem posing that evolved with a cohort of students across Grades 4 and 5 in Sweden. In line with a language and literacy pedagogy, the classroom practice in which students utilised textbook vocabulary handed out on slips of paper (lappar in Swedish) advanced through three distinct stages namely: formulating written questions, problem posing as dyads and actively posing problems to one another. Mediated explicitly by lappar, such a practice provided social and public opportunities for students to attribute personal meaning and make conscious use of words in semiotic activity, as well as appropriate cultural meaning and valid norms of use. The increasing gain and display of agency by students in this practice, informed by student(s)-acting-with-lappar-as-mediational-means as unit of analysis, was indicative of their self-regulation, volition and independence. Developmental in approach, such classroom practice was born through teacher–researcher collaboration.

  • 287.
    Gade, Sharada
    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.
    Blomqvist, Charlotta
    Grisbacka Primary School, Umeå.
    Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 235-252Article in journal (Refereed)
    Abstract [en]

    We report an exploratory talk based, whole class plenary intervention, in relation to students' understanding of everyday measures and measurement, in a grade four classroom at a grade 4-6 school in Sweden. Extended, project related, teacher-researcher collaboration forms basis for such cultural historical activity theory or CHAT based efforts. As formative intervention, the conduct of the plenary is not pre-determined but embedded in ongoing curricular realities, with the agency of students and teacher promoted, pedagogical ideas reutilised and the role of researcher viewed as supporting design and growth of the intervention. Under Charlotta's guidance as teacher, the plenary is opportunity for her students to examine improbable scenarios such as, Can Eva and Anton measure the length of Sweden on foot, Can Lars and Iris measure their age in decimeters. A zone of proximal development is created, in which students make the transition from spontaneous to scientific concepts and learn how various units of measurement are objects-that-can-be-used-for-certain-purposes. With opportunity for critical and reflective inquiry, in a plenary designed to lead development, Charlotta's students look beyond the making of rote measurements and articulate a theory of measure in nascent terms. Such a landscape of teaching-learning is finally understood in terms of the nature of talk that was facilitated, the manner of pedagogy utilised, the style of teaching exercised and the kind of learning that was demanded of her students.

  • 288.
    Gade, Sharada
    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.
    Blomqvist, Charlotta
    Grisbacka Primary School, Umeå, Sweden.
    Shared object and stakeholdership in teacher-researcher expansive learning activity2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: volume 2: research reports / [ed] Csaba Csíkos, Attila Rausch and Judit Szitányi, Szeged, Hungary: PME , 2016, p. 267-274Conference paper (Refereed)
    Abstract [en]

    Cultural historical activity theory (CHAT) perspectives are used to shed light on an extended teacher-researcher collaboration, at a Grade 4-6 school in Sweden. Beginning with participant observation and emerging forms of engagement like co-authorship of research reports, the collaboration is understood as expansive learning activity. Treating the practices of teaching and research as distinct yet collaborating activity systems within this, provides an opportunity to analyse the manner in which joint conduct of project related instructional interventions became shared object. This also enabled teacher and researcher to become active stakeholders in each other's practice. Dialectical realisation of stakeholdership and shared object led to reconceptualisation and transformation of the very horizons of our work.

  • 289.
    Galindo Cháirez, Salomón
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Drivkraft inom bildundervisningen: En kvalitativ översikt2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En stor utmaning för bildlärarna är elevernas motivation på lektionerna och denna studies syfte är därför att undersöka vad som gör elever motiverade för bildundervisningen och vilka strategier läraren kan använda för att skapa och utveckla elevens motivation. Denna studie baseras på kvalitativa semistrukturerade intervjuer med sex elever och tre bildlärare. De teorier som jag har utgått ifrån är framför allt Schunk, Pintrich & Meeces teorier om self-determination, expectancy-value och mastery and performacy goals för att undersöka elevernas motivation och Davidsson & Flatos sju motivationskategorier för att utreda lärarnas strategier. Resultatet har visat att eleverna uppger att de har motivation inom ämnet, framför allt för att de upplever bild som roligt, men att de skulle vilja vara med och påverka lektionerna mer. Resultatet visar också att lärarna använder sig av flera olika strategier för att skapa en intresseväckande undervisning och utveckla ett positivt klimat i klassrummet, men skulle kunna låta eleverna ha större inflytande. 

  • 290.
    Garo, Alee
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Norberg, Linda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hur kommunikation främjas av lärare i undervisningen i engelska2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The sociocultural perspective, this essay theory, approach of learning is that it develops in social contexts where communication is a central part. Learning takes place in interaction between individuals where, through support and guiding, one develops current knowledge. In this essay, we have described methods that teachers use in their teaching to encourage communication in the classroom. Because communication is a central part of the sociocultural perspective, it is therefore an appropriate theory to use. When establishing communicative interaction, motivation and linguistic self-confidence are among the pillars. These components are important when learning a new language because communication favors language learning, where the goal is to be able to speak the new language. In this essay, we interviewed five teachers where it emerged that components such as motivation, linguistic self-confidence and choice of methods are all central parts to encourage communication. According to the teachers, pair-and group work is necessary for students because in order to learn a new language, you need to interact.

  • 291.
    Gericke, Niklas
    et al.
    Karlstad universitet.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    On the issue of 'Research in Didactics of Biology': Definitions and demarcations2014In: Special ERIDOB symposium: Current issues in biological education research, 2014Conference paper (Other academic)
  • 292.
    Gilthorpe, Åsa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Undervisning i NO för elever med läs- och skrivsvårigheter: Hur några lärare beskriver vilka extra anpassningar som fungerar och för eleverna framåt2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Av hela Sveriges befolkning beräknas 5-8% ha någon form av läs-och skrivsvårighet. Läs- och skrivsvårigheter är en bred benämning och kan innefatta allt från dyslexi, språkstörning och för lite träning till Svenska som andraspråk. De flesta som har läs- och skrivsvårigheter kan med rätt träning och med tiden klara av att läsa och skriva obehindrat.

     

    I de högre klasserna på grundskolan förändras skolämnena till att bli mer omfattande och ofta baseras på mycket text och inläsning. Eleverna ska även träna på att skriva små, vetenskapliga rapporter och kunna uttrycka sig med naturvetenskapliga begrepp. De nya begreppen som eleverna kommer att stöta på kan vara abstrakta och svåra att förstå utan ett gott ordförråd. För en elev med läs- och skrivsvårigheter på högstadiet kan detta vara en svår uppgift.

     

    Forskare menar på att barn med större ordförråd har lättare att lära sig nya begrepp och förstå nya situationer och att barn skaffar sig ett brett ordförråd just genom läsning. Elever med läs- och skrivsvårigheter läser i allmänhet inte lika mycket, tycker att det är svårt och kanske t.o.m. slutar att läsa helt, vilket leder till att ordförrådet inte blir lika stort och man kan komma efter i många skolämnen.

     

    Jag har intervjuat några NO-lärare om deras undervisning för elever som har läs- och skrivsvårigheter. Resultatet visar att elever som har motivation och stöd hemifrån kan nå sina mål och komma en bit på vägen av sin utbildning. Saknas egen motivation och stöd hemifrån är det svårare för eleven att lyckas. I några fall visade det sig att eleverna ”nöjer sig” med att klara sig undan ett underkänt betyg. Tid, tydlighet och tålamod är också något som kom fram under intervjuerna som goda framgångsfaktorer. Tid att tänka och skapa texter eller formulera tankar. Tydlighet i instruktioner och vad som krävs i arbetet. Tålamod i att låta eleven göra fel och rätta till.  Ett tillåtande klimat i klassrummet visade sig vara en grundförutsättning för allt lärande.

  • 293.
    Gonsalves, Allison J.
    et al.
    Faculty of Education, McGill University, Canada.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University, Uppsala, Sweden.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "It’s not my dream, actually": students' identity work across figured worlds of construction engineering in Sweden2019In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, no 13, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Background: Research in engineering education has pointed to the need for new engineers to develop a broader skillsetwith an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineersmust engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills(Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experiencethese tensions in the final year of their construction engineering program, and as they move in and out of workplacefield experiences.Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore thedominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedishengineering program. Results demonstrate that dominant subject positions for construction engineers can troublestudents’ identity work as they move across classroom and workplace settings.Conclusions: This study expands our knowledge of the complexity of students’ identity work across classroom andworkplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positionsavailable to students are shown to trouble the identity work that students engage in as they move across these learningspaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discussimplications for teaching and research in light of students’ movements across these educational contexts.

  • 294.
    Gonsalves, Allison
    et al.
    McGill University.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering2019Conference paper (Refereed)
    Abstract [en]

    Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings. 

  • 295.
    Granberg, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Jan
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ICT-supported problem solving and collaborative creative reasoning: Exploring linear functions using dynamic mathematics software2015In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 37, p. 48-62Article in journal (Refereed)
    Abstract [en]

    The present study investigates how a dynamic software program, GeoGebra, may support students' collaboration and creative reasoning during mathematical problem solving. Thirty-six students between the ages of 16 and 17 worked in pairs to solve a linear function using GeoGebra. Data in the form of recorded conversations, and computer activities were analyzed using Lithner's (2008) framework of imitative and creative reasoning in conjunction with the collaborative model of joint problem space (Roschelle & Teasley, 1994). The results indicated that GeoGebra supported collaboration and creative reasoning by providing students with a shared working space and feedback that became the subject for students' creative reasoning. Furthermore, the students' collaborative activities aimed toward sharing their reasoning with one another enhanced their creative reasoning. There were also examples of students using GeoGebra for trial-and-error strategies and students engaging in superficial argumentation.

  • 296. Greer, DH
    et al.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Plant Physiology. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Öquist, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Plant Physiology. Umeå University, Faculty of Science and Technology, Umeå Plant Science Centre (UPSC).
    Photoinhibition and recovery of photosynthesis in intact barley leaves at 5 and 20°C1991In: Physiologia Plantarum: An International Journal for Plant Biology, ISSN 0031-9317, E-ISSN 1399-3054, Vol. 81, no 2, p. 203-210Article in journal (Refereed)
    Abstract [en]

    Photoinhibition of photosynthesis and its recovery were studied in intact barley (Hordeum vulgare L. cv. Gunilla) leaves grown in a controlled environment by exposing them to two temperatures, 5 and 20-degrees-C, and a range of photon flux densities in excess of that during growth. Additionally, photoinhibition was examined in the presence of chloramphenicol (CAP, an inhibitor of chloroplast protein synthesis) and of 3-(3,4-dichlorophenyl)-1,1-dimethylurea (DCMU). Susceptibility to photoinhibition was much higher at 5 than at 20-degrees-C. Furthermore, at 20-degrees-C CAP exacerbated photoinhibition strongly, whereas CAP had little additional effect (10%) at 5-degrees-C. These results support the model that net photoinhibition is the difference between the inactivation and repair of photosystem II (PSII); i.e. the degradation and synthesis of the reaction centre protein, D1. Furthermore, the steady-state extent of photoinhibition was strongly dependent on temperature and the results indicated this was manifested through the effects of temperature on the repair process of PSII. We propose that the continuous repair of PSII at 20-degrees-C conferred at least some protection from photoinhibition. At 5-degrees-C the repair process was largely inhibited, with increased photoinhibition as a consequence. However, we suggest where repair is inhibited by low temperature, some protection is alternatively conferred by the photoinhibited reaction centres. Providing they are not degraded, such centres could still dissipate excitation energy non-radiatively, thereby conferring protection of remaining photochemically active centres under steady-state conditions. A fraction of PS II centres were capable of resisting photoinhibition when the repair process was inhibited by CAP. This is discussed in relation to PS II heterogeneity. Furthermore, the repair process was not apparently activated within 3 h when barley leaves were transferred to photoinhibitory light conditions at 20-degrees-C.

  • 297. Gregorcic, Bor
    et al.
    Bodin, Madelen
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning2017In: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 55, no 1, p. 25-28Article in journal (Refereed)
    Abstract [en]

    Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and “serious” computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

  • 298.
    Grundahl, Erika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bilder i läromedel, information eller dekoration?: En läromedelsanalys utifrån ett multimodalt perspektiv med inriktning på läsförståelse.2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen undersöker hur vida två olika läromedel (”En läsande klass” och Läsförståelse start”) använder sig av text och bildsamspel och ifall detta kan främja elevernas inlärning. Med hjälp av multimodala verktyg såsom ideationell, interpersonell och textuell så undersöks dessa aspekter. Studien undersöker också vilka läsförståelsemöjligheter som dessa läromedel erbjuder. Bägge läromedlen har använt bilder som ett visuellt understöd för att förtydliga textens innehåll. De använder också bilderna för att förmedla detaljer som inte nämns i texten. De läsförståelse möjligheter som läromedlen används sig av är gemensam diskussion i klassen angående texten utifrån fem olika dockor/områden (”En läsande klass”). Det andra läromedlet har använt sig av ett flertal olika texttyper där eleven sedan svara på frågor och påstående utifrån det lästa.

  • 299.
    Gunnlaugsdottir, Brynja
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Formativ bedömning av laborationeri biologi: Jämförelse av Sverige och Island2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens övergripande syfte är att undersöka hur formativ bedömning används vidlaborationer i biologi på gymnasiet, i Sverige och Island.För att uppnå dessa syften har jag använt mig utav semistrukturerade intervjuer med sexlärare; tre svenska och tre isländska. Intervjuerna visade att isländska lärare tolkade begreppetformativ bedömning lite snävrare än de svenska. Lärarna använde formativ bedömning ivarierande grad. Sammanfattningsvis kan de skillnader som observerades inte förklarasutifrån lärarnas olika nationalitet eller utbildning om formativ bedömning. De två lärare sominte upplevde hinder i att arbeta enligt ett formativt arbetssätt var de lärare som hade kortastarbetslivserfarenhet.Svenska lärare berättade att deras syn på laborationens syfte och bedömning baseras påämnesplanen och kunskapskraven medan isländska lärare baserar sin åsikt till största delen påsin erfarenhet. Detta kan bero på skillnader mellan svenska och isländska styrdokument.

  • 300.
    Gustafsson, Ida
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Effektiv subtraktionsundervisning i praktiken: Subtraktions- undervisning, strategier och diagnoskonstruktion för en årskurs 22015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim with this study was to investigate the content and form of the subtraction education in a second grade classroom. Three issues were focused. First how the subtraction education was held in a specific second grade classroom, second how a subtraction test could be made and last what subtraction strategies and knowlege the students showed. For finding out how the education was held, the class was observed two weeks during math lessons, were the teachers held passes by the board and many different subtraction strategies was shown. For learning how a subtraction test could be made, action research was used and a test was made and tried out. For uncovering the students strategies and knowledge that test and interviews was held. All strategies that was described in the theoretical background was found, but it become clear that it is not o easy to capture students thoguhts in to a few strategy categories and some students answers would not fit. 

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