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  • 51.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Umeå centrum för genusstudier (UCGS).
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Drawing the leaves anyway": teachers embracing children's different ways of knowing in preschool science practice2017Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, nr 6, s. 1173-1192Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, wehave chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis buildson two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

  • 52.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    “Traditional” Science Renegotiated?: Examining Teachers’ Understandings of Science for Preschool Practice2014Konferensbidrag (Refereegranskat)
  • 53.
    Aretorn, Lena
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mathematics in the Swedish Upper Secondary School Electricity Program: A study of teacher knowledge2012Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Kunskap i matematik är ofta en förutsättning för att studenter på gymnasiets yrkesprogram ska klara av sina yrkeskurser, till exempel i ellärakurser på elprogrammet. Studenterna på elprogrammet möter matematik i både sina ellärakurser och i sin matematikkurs. Matematiken i de här två sammanhangen har olika karaktär. Ett mål med den här licentiatavhandlingen är att undersöka hur dessa karaktärer ser ut. I denna studie har tre matematik- och fem el-lärare intervjuats om hur de skulle förklara tre matematiska eluppgifter för studenter på elprogrammet. Lärarkunskaper i både matematik och ellära har använts i analyserna och jämförts mellan de båda lärargrupperna. Utöver översiktliga analyser av alla lärarnas förklaringar av varje uppgift, har dessutom detaljanalyser gjorts, med jämförelser av par av lärares förklaringar av matematik. Lärarnas val av förklaringar och användande av specifik och generell kunskap i matematik har studerats.

    Matematik innehåller ett flertal delområden och dessutom ett flertal representationer och metoder som belyser olika aspekter av matematiken. Denna studie visar att olika lärare betonar olika aspekter av matematik i sina förklaringar av samma slags uppgifter, trots att de är ämnade för samma slags elever. Lärarnas val av förklaringar och lärarnas användande av matematik visade sig vara olika. Ellärarna använde sig av praktisk elkunskap när de kopplade sina förklaringar av matematik till yrkeskunskaper inom elområdet. Den elkunskap de använde inte bara situerade uppgiften i för dem, en välkänd, verklig miljö. Dessutom hjälpte elkunskapen dem att lösa uppgifterna, om än på ett mer konkret/specifik sätt än matematiklärarna. Ellärarna använde mera specifika matematik-kunskaper i sina förklaringar av dessa intervjuuppgifter, medan matematiklärarna använde sig av generella matematikkunskaper i sina förklaringar av generell matematik. Matematiken i de två olika lärargruppernas förklaringar visade sig vara markant olika, beroende på om de har en mer praktisk/yrkesmässig eller en mer generell/algebraisk ansats. Lösningarna av intervjuuppgifterna var desamma, men karaktären av lösningarnas var markant olika. Detta leder till frågor om det är rimligt att förvänta sig att studenter ska förstå likheten i de olika ansatserna.

  • 54.
    Argårds, Susann
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Intensivundervisning i matematik och dess förutsättningar: Lärare och elevers tankar under och efter avslutad intensivundervisning2017Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I denna studie redogörs för lärares och elevers tankar om intensivundervisning. För att undersöka detta har insamlat material för analys varit intervjuer med lärare och elever, för- och eftertester med eleverna, observationer, loggböcker, inspelningar från lärarnas träffar med eleverna men också inspelningar från mina träffar med lärarna. Det som lagts störst vikt på i denna studie är lärarnas funderingar runt arbetet med intensivundervisningen och vilka förutsättningar de anser att det finns för att genomföra intensivundervisningen. Det som framgår i resultatet är att lärarna ser positivt på arbetet med eleverna i en ”en till en” situation men att skolan behöver se över förutsättningarna för att genomföra intensivundervisning. Lärarna påtalar i studien att det ofta är svårt att få till tiden när man skall träffa eleven enskilt. Även det faktum att det inte på skolan finns specifika matematikklassrum försvårar arbetet med elever i matematiksvårigheter både i klassrum och grupprum.

  • 55.
    Arvidsson, Kristoffer
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Den självreglerande läraren: En aktionsstudie om hur en lärare kan arbeta med självreglerat lärande2018Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Ett självreglerat lärande (SRL) handlar om att kontrollera sitt eget lärande genom att sätta upp realistiska mål, aktivt använda och välja strategier för att upp nå mål samt reflektera över sin process. Forskning visar att användandet av SRL leder till effektivt lärande men har även visat att lärare känner en osäkerhet i hur de ska använda sig av självreglering i undervisningen. Givet detta är det av intresse att beskriva och öka förståelsen för en process när en lärare arbetar med SRL i undervisning. I avsikt att kunna undervisa om SRL utvecklades och dokumenterades den egna kunskapen om självreglering under ett år genom en loggbok. För att arbeta med elevers SRL genomfördes en aktionsstudie där aktionen bestod av matematiklektioner som innefattade olika verktyg vars syfte var att utveckla elevers självregleringsförmåga. Resultaten analyserades utifrån teorier om självreglering och lärande vilket visar hur SRL-processen kan förstås på ett mer djupgående sätt.   

  • 56.
    Asplund, Therese
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Andersson, Emma
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Det betydelsefulla innehållet: En multimodal textanalys av visuella uttrycksformer i arbetsböcker2017Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studien utgår från ett socialsemiotiskt perspektiv och syftet är att undersöka samspelet mellan bild ochskrift i svenska läromedel. För att ta reda på detta ligger fokus på hur semiotiska resurser och modaliteteranvänds samt på vilket sätt bild- och skriftrelationen är meningserbjudande. Studien förhåller sig även tilldet sociokulturella perspektivet som menar att eleven lär sig i samspel med omgivningen.Frågeställningarna besvaras genom en multimodal textanalys av två arbetsböcker. I resultatetframkommer det att semiotiska resurser och modaliteter används på ett varierat och betydelsefullt sätt iarbetsböckerna för att skapa ett meningsfullt lärande. Resultatet visar även att det finns samspel mellanbild och skrift som oftast är meningserbjudande. Ibland är samspelet otydligt på grund av avsaknad avnärliggande skrift, men bilden går då att tyda utifrån helheten. Utifrån resultatet sker det även enkomparativ analys av arbetsböckerna. Analysen visar på de likheter och olikheter som de bådaarbetsböckerna har.

  • 57.
    Augustsson Sjögren, Jimmy
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Jag blev intresserad av matte": Ett aktionsforskningsprojekt med formativ bedömning i matematik2015Självständigt arbete på grundnivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This thesis examines the implications of a shorter  intensive action research  project on  the formative assessments  key  strategies  four  and  five  that  are  activating  learners  as  learning  resources  for  one another and activating learners as owners of their own learning.  The research questions were “How do the pupils experience the formative approach?” “What didactic consequences does the formative approach  mean  for  the  role  of  the  teacher?”  and  “How  does  the  formative  approach  affects  the pupils’  results  on a  short term?”. The results were that the  majority of the pupils liked the approach and that they felt like their efficiency increased. The didactic consequences were that the teacher had to spend more time on evaluation but had more time during the lesson to listen to and discuss with the pupils. The pupils’ results were not changed in comparison with the control group.

  • 58.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    De nationella proven som en arena för likvärdighetsfrågor2015Ingår i: Specialpedagogisk tidskrift, nr 3, s. 4-6Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 59.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 95-111Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 60.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    It is only a test: social aspectsof displaying knowledge in mathematics for second language learners2017Ingår i: CERME 10: Proceedings of the tenth congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., European Society for Research in Methematic Education (ERME) , 2017, s. 1433-1440Konferensbidrag (Refereegranskat)
    Abstract [en]

    This article discusses social dimensions connected to assessment in mathematics for second language learners in Sweden. The data consist of two semi-structured interviews with students in the ninth grade of compulsory school. Foucault’s thinking on discourse and positioning was advocated as a frame for analysis. The units for analysis were students’ statements about caring and the other in connection to the display of knowledge in mathematics. Results show that caring of and for others are important resources in managing assessment and believing in the future.

  • 61.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 1, s. 47-69Artikel i tidskrift (Refereegranskat)
  • 62.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

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

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

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

  • 63.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden2016Ingår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, nr 18, s. 123-139Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel studerar förutsättningarna för det stöd som kan ges till elever i samband med det nationella provet i matematik i det tredje skolåret (härefter kallat Ntm3), i Sverige under 2010 och 2011. Den stöddiskurs som aktiveras i samband med proven har avgränsats genom att provets instruktioner samt åtta intervjuer med lärare har analyserats. Resultaten indikerar att provet leder till att provdeltagarnas fokus förskjuts från lärande till kontroll och att provets dubbla syften positionerar läraren som både testtagare och testgivare. Detta visar sig som en ambivalens i stöddiskursen och leder till ett pedagogiskt dilemma i situationer där provets likvärdighet sätts mot elevens.

  • 64.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    The discourse regarding the multilingual student in need of support in test- instructions2017Ingår i: ICT in mathematics education: the future and the realities, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, Vol. 11, s. 151-Konferensbidrag (Refereegranskat)
  • 65.
    Bagger, Anette
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Björklund Boistrup, Lisa
    Stockholms Universitet.
    Norén, Eva
    Stockholms Universitet.
    The governing of three researchers' technologies of the self2018Ingår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 15, nr 1-2, s. 278-302Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article sheds light on a number of discursive conditions relating to being researchers in mathematics education and with an interest in diversity. The data derived from a self-reflective trialogue (dialogue of three people) between the three authors, three researchers. Two of Foucault’s governing technologies were adopted: technologies of power and technologies of the self. By exploring regularities between these in our trialogue we construed formations of governing technologies in relation to subjectification and subjectivation. We uncovered five formations: “Tensions between mathematics education (ME) researchers from different traditions through processes of normalization and othering”, “Limiting space between ME researchers within the socio- political through dismissal of knowledge”, “The socio-political tradition of a need for theory connects theory and ME researcher's’ self-cultivation”, “The researchers’ processes of self-cultivation connect theory and compassionate research practices”. and “Research on policy statements as resistance towards technologies of domination in society”. 

  • 66.
    Bagger, Anette
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Nyroos, Mikaela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Performance, anxiety and the mathematical self image2014Ingår i: Special Needs Education in Mathematics: New Trends, Problems and Possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag, 2014, s. 86-91Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

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

  • 67.
    Bagger, Anette
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Roos, Helena
    Linnéuniversitetet.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015Ingår i: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015, s. 27-36Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 68.
    Bardeau, Christian
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Jag är taxichaufför och min fru är kassörska": En innehållsanalytisk undersökning av läroböcker i ämnet franska ur ett genusperspektiv2018Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Lärarens uppdrag är mångsidigt: hen ska ge eleverna möjlighet att inhämta kunskap samtidigt som att hen ska ha ett jämställdhetsuppdrag. Beroende på vilka ämnen man undervisar är man knuten till en viss ämnestradition när det gäller läroboksanvändning. Denna studie fokuserar på två läromedel (Génial 1 och Escalade 1) som används i ämnet franska på gymnasiet. Dessa läromedel analyseras ur ett genusperspektiv för att undersöka om lärobokens innehåll följer läroplanens jämställdhetsmål. För att kunna besvara en sådan frågeställning presenteras en forskningsbakgrund med definitioner av centrala begrepp som är relevanta för denna studie. En kvantitativ innehållsanalys som metod är grunden till hur analysen ska gå till väga. Resultaten är tydliga: inget av de analyserade läromedlen uppnår läroplanens jämställdhetsmål. Jämställdhetsarbetet anses vara obefintligt eller otillräckligt för att nå det som Skolverket förordar. 

  • 69. Barron, Laura
    et al.
    Finlayson, Odilla
    Dublin city university.
    McCabe, Deirdre
    Fazio, Claudio
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ekborg, Margareta
    Malmö högskola.
    Parchmann, Ilka
    IPN, Kiel.
    Brady, Sarah
    McLoughlin, Eilish
    Dublin city university.
    Profiling in-service teachers across Europe to determine their attitude to IBSE2013Ingår i: Science education Research for evidence-based Teaching and Coherence in Learning / [ed] D. Couso & L. Louca, ESERA , 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquiry and some ideas about their current practices. The data presented in this paper outlines the profile of the teachers when they came to the first of the ESTABLISH teacher workshops in a number of European countries. This paper outlines a summary of the development of the evaluation tool, how the evaluation data was collected and analysed and highlights the key findings.

  • 70.
    Barsk, Frida
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Andersson, Anna
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Vad säger bilden?: Bildernas betydelse i läroböcker anpassade för nyanlända elever i årskurs 1-32017Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna studie syftar till att få fördjupad kunskap om tryckta läroböcker för nyanlända elever i årskurs 1-3. Fokus ligger på hur text och bild samspelar, vilken funktion bilden har och vilka multimodala likheter och skillnader det finns i två av de mest frekvent använda läromedlen för svenska som andraspråk i Umeå. Studien är baserad på en socialsemiotisk multimodal textanalys där författarna i tolkningsarbetet kommit fram till att samspelet mellan text och bild alltid finns där men omfattningen och betydelsen kan variera beroende på olika faktorer. Dels påverkas funktionen och samspelet av processerna som bilderna och skriften förmedlar men även av de semiotiska resurserna såsom exempelvis avstånd, färg och storlek. Likheterna och skillnaderna läromedlen emellan är flera. Den främsta likheten är att bilden är den modalitet som används mest, medan de huvudsakliga skillnaderna ligger i skriftens innehåll. Genomgående för läromedlen är att bilderna inte endast är dekorativa utan fungerar informativt för de tillhörande uppgifterna.

  • 71.
    Bartolini Bussi, M G
    et al.
    Universita' di Modena e Reggio Emilia, Modena, Itlay.
    Gade, Sharada
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Janvier, M
    Kahane, J-P
    Matsko, V
    Maschietto, M
    Ouvrier-Buffet, C
    Saul, M
    Mathematics in context: focusing on students2009Ingår i: Challenging Mathematics In and Beyond the Classroom – The 16th ICMI Study / [ed] E. J. Barbeau and P. J. Taylor, New York: Springer Science+Business Media B.V., 2009, s. 171-203Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

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

  • 72. Bengmark, Samuel
    et al.
    Thunberg, Hans
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Success-factors in Transition to University Mathematics2017Ingår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 48, nr 7, s. 988-1001Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs: Self-efficacy, Motivation type, Study habits and Views of mathematics. Subsequently, orthogonal partial least squares (OPLS) analysis was used for measuring the constructs' ability to predict students' university mathematics grades. No individual constructs measured at the time of entrance predicted more than 5% of the variation. On the other hand, jointly they predicted 14%, which is almost in pair with upper secondary grades predicting 17%. Constructs measured at the end of the first year were stronger predictors, jointly predicting 37% of the variation in university grades, with Self-efficacy (21%) and Motivation (12%) being the two strongest individual predictors. In general, Study habits were not important for predicting university achievement. However, for students with low upper secondary grades, the textbook and interaction with peers, rather than internet-based resources, contributed positively to achievement. The association between Views of mathematics and performance was weak for all groups and non-existing for students with low grades.

  • 73.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Chalmers, Göteborg, Sweden.
    Group work and physics: characteristics, learning possibilities and patterns of interaction2011Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis explores group work in physics at university level. The guiding researchinterest is what happens in the students’ interactions during such (instructional)activities, focusing both on the physics content and group dynamics. The four collatedpapers are based on empirical data consisting of video and audio-recordings of sevengroups of students solving physics problems concerning force and friction in Newtonianmechanics. The students belonged to the Engineering Physics and Bioengineeringprogrammes at Chalmers University of Technology.In line with the guiding research interest, different facets of group work data wereanalysed using a multi-theoretic perspective at three levels with focus on the content,the context and the components. The three distinct approaches were based on differenttheoretical frameworks: phenomenography combined with variation theory, positioningtheory, and conversation analysis. The results presented in this thesis relate topedagogical characteristics of the learning situation, learning possibilities and patternsof interaction and all the analytical approaches contribute to all the aspects of theresults. The purpose of this design was to achieve a deeper understanding of a complexempirical situation by offering several accounts that are analytically and theoreticallydifferently grounded. The theoretical frameworks have been interpreted, and sometimesadapted, in order to offer analytical strength in reflecting essential facets of theempirical data with respect to the research interest. Each level of analysis uncoverednew dimensions of the learning situation, potentially enabling a synthesis of differentunderstandings of group work. This synthesis will inform and support instructionaladvice for the learning of physics.The results show that learning physics in small groups is a complex and nonlinearprocess where the students’ learning possibilities differ and have many levels. Theselearning possibilities take place simultaneously in group sessions and areinterconnected, for example, developing through discussion the way of experiencingphysics concepts, becoming and being part of a physics or an engineering communityand interactively producing answers, as well as communicative and representationaltools for learning.

  • 74.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    “The other side” of learning physics: positioning the subject2015Ingår i: Researching the dynamics of teaching and learning science: Sociocultural and discursive approaches incorporating positioning theory, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    An enduring aim in educational research is to identify factors in teaching and learning, the curriculum, and the learning environment, operating at the classroom and school level, which can directly or indirectly explain variation in what students learn. This paper reports on how positioning theory (Harré & van Langenhove, 1999) can be used to consider social dimensions of learning physics from the perspective of the learner or “the other sides” of learning physics. Such a perspective provides insight into the learning process in a way that cannot be captured in pre- and post-tests, such as in traditional conceptual change approaches. The analysis draws on empirical data from two Swedish classrooms where students in upper secondary school prepare themselves for their final physics exam. In total, fifteen students were video-recorded and interviewed before their exam. Data was analysed with an analytical framework based on positioning theory. In this study all students, strong as well as weak, position themselves as dependent upon the book of formulas. Moreover, their collection of formulas (a book) takes a central position in their learning interactions, lending explanatory insight into findings from earlier research that a good performance in physics exams does not necessarily mean good conceptual understanding. In contrast to the Swedish curriculum, which stresses the importance of the student developing conceptual understanding and the capacity for inquiry, the students positioned themselves as successful physics learners based upon their capacity to make use of a specific book. These results foreground important contextual factors which can indirectly affect how and what kind of physics students learn in the classroom.

  • 75.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The Role of Humor in Learning Physics: a Study of Undergraduate Students2017Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, nr 2, s. 427-450Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We all know that they do it, but what do students laugh about when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students’ laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students’ use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions: Something is obvious, Something is difficult, Something said might be wrong, Something is absurd, and Something said is not within informal norms.

    This study shows that humor may contribute not only to a good working atmosphere and thereby to the students’ learning but also how humor interrelates with both disciplinary culture of physics and its epistemology. The students do not only create and re-create humor that facilitates their social interactions, but through humor they constitute local norms of science and engage with the disciplinary discourse.

  • 76.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Anderhag, Per
    Department of Mathematics and Science Education Department of Mathematics and Science Education Stockholm University.
    Consequences of Humour in Physics Education2014Konferensbidrag (Refereegranskat)
  • 77.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Anna T, Danielsson
    Uppsala universitet.
    Lidar, Malena
    Uppsala universitet.
    Östman, Leif
    Uppsala universitet.
    Ingerman, Åke
    Göteborgs universitet.
    Svensson, Maria
    Göteborgs universitet.
    Constructions of power and knowledge in the technology classroom2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this study is to investigate how knowledge and power are constituted in meaning-making processes in technology classrooms in relation to the teachers’ enactment of a disciplinary discourse. By collecting video data from a Swedish technology classroom in grade 8 we explore interaction on a micro-level. Our examination of the teaching of technology is motivated by the fact that this is a key period for students engagement in technology and that many students are losing interest in the subject during grades 7-9. Our analysis is guided by an analytical framework based on practical epistemology, teachers’ epistemological moves and the theory of didactical contract as completely implicit but highly powerful aspect of the relationship between teacher and student. Our analysis reveals that in the interaction between a teacher and her pupils both knowledge and power are mutually constituted in meaning-making processes, and are not possible to separate. It is therefore fruitful to use an analytical framework that includes both meaning-making and power in further research.

  • 78.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Danielsson, Anna
    Uppsala University.
    Characterising learning interactions: a study of university students solving physics problems in groups2013Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 3, s. 1177-1196Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research.

  • 79.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Danielsson, Anna
    Uppsala universitet.
    Lidar, Malena
    Uppsala universitet.
    Storylines in the physics teaching content of an upper secondary school classroom2019Ingår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Physics is often seen as a discipline with difficultcontent, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and unevenparticipation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

    Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

    Design and methods: Three different physics lessons with oneclass of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus onhow physics was positioned.

    Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empiricalenquiry’and‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in thediscipline.

    Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, inthe storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.

  • 80.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Göteborgs universitet.
    Multiple theoretical lenses as an analytical strategy in researching group discussions2017Ingår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, nr 1, s. 42-57Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: In science education today, there is an emerging focus on what is happening in situ, making use of an array of analytical traditions. Common practice is to use one specific analytical framing within a research project, but there are projects that make use of multiple analytical framings to further the understanding of the same data, either in parallel or in sequence.

    Purpose: This methodological paper offers a description of using multiple theoretical lenses to address the question ‘What can be learned in groups discussing physics?’ This paper aims to consider and discuss drawbacks and benefits of this design.

    Sources of evidence: In our earlier research project, different theories were purposefully applied in a series of stratified analyses on video data of university students solving physics problems. Level one used phenomenography and variation theory, level two used positioning theory, and level three used techniques from conversation analysis.

    Main argument: Each lens contributed new information about group work in physics. Partly due to the openness of our initial question and the character of our video data, every lens brought new relevant information to the picture of group work in physics. While the theoretical lenses did not reference the same data, they operated with data from the same social setting. We point out that although our analytical frameworks are not commensurable, our different results are: together they offer a better understanding for group work in physics.

    Conclusions: The main benefit was that every level of analysis provided new understandings to create a bigger picture about group work in physics. The order of the analyses was also crucial, since each analysis informed the framing of the next analysis. The biggest drawback was the amount of time and quality of work needed to conduct the analyses.

  • 81.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Göteborgs universitet.
    Multiple theoretical lenses as an analytical strategy in researching group discussions: Research in Science & Technological Education2017Ingår i: Recent highlights from Research in Science and Technological Education, Dublin, 2017Konferensbidrag (Refereegranskat)
  • 82.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Göteborgs universitet.
    Multiple theoretical spaces as analytical strategy in researching classroom interaction2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    What are the challenges and benefits of multiple theories within a single study to promote our understanding of learning? In this paper a study of university students solving physics problems, different theories were purposefully applied in a series of stratified analyses. Level one employing phenomenography and variation theory, level two using positioning theory and level three making use of the techniques of conversation analysis. We propose that these three analytical perspectives are complementary rather than commensurable, because they are not referring to the same data, even though the data they reference is derived from the same social setting, situation and event. Consequently, any ontological mismatch does not matter since the different perspectives do not address the same issues - they do not even exist in the same theoretical space.

  • 83.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Göteborgs universitet.
    Triple vision in different theoretical spaces: exploring physics jokes in small group discussions in engineering education2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    We have used multiple theoretical spaces as analytical strategy when researching learning possibilities when engineering students discuss physics together. Three different theories were purposefully applied in a series of stratified analyses. Level one employing phenomenography and variation theory, level two using positioning theory and level three making use of the techniques of conversation analysis. Having done this, we wanted to explore to what extent a phenomena in one theoretical space is visible in other theoretical spaces (but not naturally focused on) and what it in that case looks like. The students’ jokes are examples of such which were also important part of the students’ conversation. Our analysis illustrates how one joke is observable through all three analytical lenses. The three analytical lenses are linked to three different theoretical spaces, even when it is linked to the same original event. The lenses have become advantageous in different ways: the lens of conversational analyses assistances to discern the joke, the lens of position theory provides clues about the cultural context and the lens of phenomenography and variation theory informs us the learning possibilities that are related to the jokes. In this paper we propose and illustrate that these three theoretical perspectives are complementary rather than commensurable, because they are not referring to the same data, even though the data they reference is derived from the same event.

  • 84.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Danielsson, Anna
    King's College London, London, United Kingdom.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Searching for a viable approach to project work in engineering education2017Ingår i: Proceedings of the 45th SEFI Annual Conference 2017: Education Excellence for Sustainability / [ed] Bernardino J.,Rocha J.,Quadrado J.C., European Society for Engineering Education (SEFI) , 2017, s. 1393-1400Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many engineering departments across the world are moving towards implementing project-organised courses. In this paper we make the claim that there is a need for quality criteria for project work, given that research provides a mixed picture of what students can potentially learn in project work. The empirical data in this case study consists of ethnography, video-recordings, video-diaries and interviews, from one project work with four students taking a six weeks long course on machine elements. Our analysis shows that the students spend substantial amounts of time on activities with little or no value to their education, but that this is interspersed with very productive moments. In addition, our analysis showed that two of the students worked considerably less than the other two, but the assessment structure made this more or less invisible to the teacher. The analysis also illustrates the uneven nature of implementations of group work and we argue that as engineering educators we must implement approaches to project work that bring out and utilise the valuable parts, while actively suppressing less productive parts, thereby producing a shift towards being more 'effective.

  • 85.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Johansson, Anders
    Uppsala University.
    Lecture jokes: a litmus test of physics discourse?2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Earlier studies in physics education research have shown the importance of analysing students' processes of ‘becoming a physicist' in a wider sense. For example, it is often expected of physicists to have a kind of ‘authentic intelligence' or ‘smartness', which is generally perceived as male. In this study we contribute to this area of research by analysing an area often forgotten in educational research: humour. Empirically, this study is based on 177 jokes from physics lectures, collected from three different higher education contexts, the US and two Scandinavian countries. With a discourse analytical framework we explore the question of how teacher's jokes in physics lectures portray physics and physicists. In the analysis of the teacher's jokes, physics is constantly constructed as difficult and very advanced, mainly through ironically speaking of it as ‘easy'. Physicists are portrayed as single minded and very passionate, not to say obsessed, about physics. In this study we argue that although none of the jokes were mean the jokes contributed to a discourse that can be perceived as problematic in limiting the conceptions of who a physicist may be.

  • 86.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kobayashi, Sofie
    Norms in supervision: jokes in life science2019Ingår i: ESERA 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    More research into the disciplinary content and context of doctoral education is needed. The aim of this study is to address this gap by investigating norms in supervision in the specific context of life science. Our approach focuses on the humour in two supervision meetings, looking at who and what is positioned as funny in longer instances of humour. Using an analytical framework inspired by positioning theory, we found that both conceptual knowledge and personal identity were positioned through jokes during supervision meetings. The humour dealt with disciplinary norms on several levels, from ‘Which numbers are aesthetic?’ (Answer: even numbers) to ‘How best to communicate with team members in another country?’ We noticed both positive and negative positionings within the jokes. Humour has several functions: one is to create a relaxed atmosphere; another is to offer criticism in a kind way. Since supervision is also characterised by power distances, it is important that supervisors be aware of the ambiguity of humour.

  • 87.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lidar, Malena
    Department of Education, Uppsala University.
    Danielsson, Anna T
    Department of Education, Uppsala University.
    The power within the 'didactical contract': An exploration of questions in science and technology classrooms2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this study is to further contribute to the understanding of the role that teachers may have for learning in science. We are interested in how teacher-student interaction can be understood as simultaneously contributing to meaning making and producing power relations. In particular, focus is on how questions are used by the teachers, since this gives an insight into which knowledge that is privileged in the situation (Wertsch 1991), in other words what is included and excluded. The study draws on eleven video recorded lessons of physics and technology teaching, with students aged 13-17. The teachers’ actions were coded in relation to the students’ interactions, following how practical epistemological analysis considers interactions as a language game where people create meaning together (Lidar et al. 2006). In a second stage, the analysis focused on how ‘epistemological moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999). The main outcome of the study is the development of a conceptual framework for analysing the simultaneous constitution of knowledge and power in the classroom. The teachers’ actions affect students’ learning opportunities in the sense that the questions govern the didactical contract of a physics or technology lesson. Our analyses foreground relations between teaching practices and students’ learning opportunities within the physics and technology classroom: what is considered as important and relevant for the subject and the lesson, which in turn is seen as foundational in constituting power relations in classrooms.

  • 88.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Department of Education, Uppsala University, Uppsala, Sweden; School of Education, Communication and Society, King's College London, London, UK.
    In search of the new engineer: gender, age, and social class in information about engineering education2018Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.

  • 89.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Weilenmann, Alexandra
    University of Gothenburg.
    Learning about friction: group dynamics in engineering students’ work with free body diagrams2014Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 39, nr 6, s. 601-616Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In educational research, it is well-known that collaborative work on core conceptual issues in physics leads to significant improvements in students’ conceptual understanding. In this paper, we explore collaborative learning in action, adding to previous research in engineering education with a specific focus on the students’ use of free body diagrams in interaction. By looking at details in interaction among a group of three engineering students, we illustrate how they collectively construct a free body diagram together when learning introductory mechanics. In doing so, we have focused on both learning possibilities and the dynamic processes that take place in the learning activity. These findings have a number of implications for educational practice.

  • 90.
    Berglund, Ammie
    et al.
    Katedralskolan, Uppsala.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kemilaboration inramad som en samhällsfråga med naturvetenskapligt innehåll (SNI): elev-och lärarperspektiv2019Ingår i: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Stolpe, K., Höst, G. & Larsson, A., Linköping: Linköpings universitet , 2019, Vol. 3, s. 49-70Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Vi har studerat elevers respons på en laboration i gymnasiekursen Kemi 2 som inramats som en SNI (Samhällsfråga med Naturvetenskapligt Innehåll) med koppling till dricksvattenkvalitet. Elevteam fick planera provtagning, analysera och jämföra hårdheten hos dricksvatten från sina hem. Vi frågade oss: 1) Fångar ett SNI-inramat vattenanalysprojekt elevernas intresse?, 2) Vilka frågor om dricksvatten har eleverna före och efter undervisningen samt vad anser de bör fokuseras för att säkra framtidens dricksvatten? och 3) Hur ser elevernas måluppfyllelse ut i bedömda laborationsrapporter? Elever från två klasser i årskurs 2 på naturvetenskapsprogrammet deltog i en lektionsserie med fem lektionspass. Eleverna fyllde i digitala enkäter under det första respektive sista lektionspasset. De frågor som eleverna formulerade analyserades med tematisk innehållsanalys. Laborationsrapporter bedömdes enligt två aspekter av kunskapskraven: vetenskapligt arbete samt samhällskoppling. Elevernas självskattade intresse ökade på gruppnivå. Karaktären på elevernas frågor förändrades i viss mån då fler frågor kopplade till hälsa och ekonomi framkom i slutet av projektet. Samtliga laborationsrapporter var minst godkända för de aspekter som bedömts mot kunskapskraven. Studien ger en kvalitativ bild av hur en laboration i kemi som inramats som en samhällsfråga har fungerat ur ett elev- och lärarperspektiv. Möjligheter att didaktiskt utveckla undervisningens design diskuteras.

  • 91.
    Berglund Bystedt, Carina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Eriksson, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Från screening till verkstad: En fallstudie om speciallärares och lärares samarbete2018Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna kvalitativa fallstudie syftar till att tillföra kunskap om hur samarbetande samtal och samundervisning kan bidra till att utveckla ett samarbete som kan stödja och stimulera alla elever på gruppnivå. Resultatet visar att det sker ett kunskapsutbyte, och därmed en förändring av lärmiljön, då speciallärare och lärare i diskussioner och reflektioner bidrar med kunskaper utifrån sina olika kompetenser. Gemensam planeringstid och samarbetsvilja är förutsättningar för samundervisning. Framgångsfaktorer i samundervisningssituationen är att lärarna kompletterar varandra och det går att dela klassen eller arbeta enskilt med någon elev. Utmaningar i samarbetet är att inte vara kvar i gamla tankemönster och i stället se alla elever som ett gemensamt ansvar. 

  • 92.
    Berglund, Jessica
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    SUM-elevers motivation för matematik: En aktionsstudie om effekter av laborativ matematik2016Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.

  • 93. Berglund, Per
    et al.
    Dannetun, Per
    Chan, Wai Lee
    Gold, Julie
    Han, Sam
    Hansson, Heidi
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Harvey, Simon
    Huang, Jun Song
    Larsson, Ann-Charlotte
    Linton, Steven
    McInerney, Gerald
    Magnell, Marie
    Popov, Oleg
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Quttineh, Nils-Hassan
    Richards, Tobias
    Song, Juha
    Switzer, Adam D.
    Tegler Jerselius, Kristina
    Vikström, Susanne
    Umeå universitet, Medicinska fakulteten, Institutionen för medicinsk kemi och biofysik.
    Wikström, Martin
    Yu, Kang Yang Trevor
    Yeo, Jesvin Puay-Hwa
    Zary, Nabil
    Pohl, Hans
    Ellervik, Ulf
    Linking education and research: a roadmap for higher education institutions at the dawn of the knowledge society2019Ingår i: Linking education and research: the results of an international Summer School, Stockholm: The Swedish Foundation for International Cooperation in Research and Higher Education (STINT) , 2019, s. 11-33Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In an era characterized by a move towards a "knowledge society", universities are central in fostering "knowledgeability", that is the reflexive understanding of knowledge in knowledge societies. The objective of "knowledgeability" can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.

    The aim of this paper is to use international examples to discuss the research-education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research

  • 94.
    Bergman, Agnes
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lust att lära matematik: Utomhuspedagogik på mellanstadiet2016Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This is a study of how outdoor education in mathematics might affect the enjoyment in learning. In addition, the study examined whether boys and girls are affected equally by the outdoor education. The study was done in a Swedish city school, in two different fourth grades. Through this survey, teachers can gain more insight into how students' motivation and enjoyment in learning mathematics may increase, which in today's society is decreasing. The method used is mainly quantitative questionnaires supplemented by observations. To analyze the results I used three theory’s; the self-determination theory, the socio-cultural perspective and progressive learning. The result shows that the majority of the pupils in grade four think it is positive to have outdoor lessons in mathematics. They also think it’s the same level of difficulty as the regular classes, but that the learning would increase some. The girls were more positive than boys, but the difference between the two classes was more distinct than the differences between the sexes.

  • 95.
    Bergqvist, Ewa
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    University mathematics teachers' views on the required reasoning in calculus exams2012Ingår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 9, nr 3, s. 371-408Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 96.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The role of the formal written curriculum in standards-based reform2017Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, nr 2, s. 149-168Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    More than 15 years after the introduction of a standards-based curriculum reform, the mathematics teachers are positive towards the reform message but have not changed their classroom practice accordingly. To improve the impact of future reforms, it is important to learn from this situation and to better understand the role of the national policy documents. The purpose of this study is therefore to examine how the standards-based reform in mathematics in Sweden was conveyed in the formal written curriculum. The research questions focus on to what extent and how clearly the national policy documents convey the message. The results show that the message is present to a large extent in the policy documents, but that it is vague and formulated with complex wording. The study gives concrete examples and shows in detail in what ways the documents are vague and complex.

  • 97.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Boesen, Jesper
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palmberg, Björn
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Matematikutbildningens mål och undervisningens ändamålsenlighet: grundskolan våren 20092009Rapport (Övrigt vetenskapligt)
  • 98.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Boesen, Jesper
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palmberg, Björn
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Matematikutbildningens mål och undervisningens ändamålsenlighet: gymnasiet hösten 20092010Rapport (Övrigt vetenskapligt)
  • 99.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Dyrvold, Anneli
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Relating vocabulary in mathematical tasks to aspects of reading and solving2012Ingår i: Evaluation and comparison of mathematical achievement: Dimensions and perspectives. Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar, Umeå, January 24-25, 2012 / [ed] Christer Bergsten, Eva Jablonka & Manya Raman, Linköping: SMDF , 2012, s. 61-70Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 100.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Theens, Frithjof
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Linguistic properties of PISA mathematics tasks in different languages2016Ingår i: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10: the tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 / [ed] Häggström, Johan; Norén, Eva; van Bommel, Jorryt; Sayers, Judy; Helenius, Ola; Liljekvist, Yvonne, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2016, s. 147-147Konferensbidrag (Refereegranskat)
    Abstract [en]

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

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