umu.sePublications
Change search
Refine search result
1213141516 701 - 750 of 761
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 701.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hofverberg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindfors, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–112019In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, no 2, p. 295-315Article in journal (Refereed)
    Abstract [en]

    Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.

  • 702.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Taube, Fabian
    Hedman, Leif
    A comparative analysis of discussion quality in Face-to-Face and threaded discussion groupsManuscript (preprint) (Other academic)
  • 703.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Thunberg, Hans
    Bengmark, Samuel
    Success-factors in Transition to University Mathematics for stronger and weaker secondary students2015In: Towards a Reflective Society: Synergies Between Learning, Teaching and Research. (Book of abstracts), 2015Conference paper (Refereed)
    Abstract [en]

    The study examined the relative importance of students’ grades from upper secondary school, and student characteristics (self-efficacy, motivation type, study habits and view on mathematics) for predicting achievement of first-year university students in mathematics intensive programs. Furthermore, the predictive importance of these variables at the beginning and at the end of the first year were investigated. Principal Component Analysis (PCA) and Orthogonal Projection to Least Squares (OPLS) analysis were used for the identification of constructs and analysis of the predictive power of the constructs, respectively. 

    Together, all the variables measured at the beginning of the year predicted 21% of the variation in students grades on the university courses, while they predicted 43% at the end of the course. If grades from upper secondary school were removed from the model, 14% respective 37% could be predicted. Specially, self-efficacy, motivation type, and study habits (in this order) pertaining to their university studies are better predictors than those pertaining to upper secondary school.

    Some differences in predictive patterns were found, depending on the level of the students’ mathematical knowledge when entering their university studies. Study habits was shown to be more important for predicting achievement for the third of the students’ with the lowest upper secondary grades than for the other groups. Relying on the textbook and frequent interaction with peers during the university studies predicted 12% of achievement for this group, whereas these aspects were not predictive at all for the groups with intermediate and high grades from upper secondary school.

  • 704.
    Winberg, T. Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Assessing discourse quality in threaded discussion groups: a comparison of methodologiesManuscript (preprint) (Other academic)
  • 705.
    Winka, Katarina
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Kartläggning av pedagogiska meriteringsmodeller vid Sveriges högskolor och universitet2017Report (Other academic)
    Abstract [sv]

    Pedagogiska karriärvägar är på frammarsch i Sverige. Detta fastslogs i den första kartläggningen av pedagogiska meriteringsmodeller som Åsa Ryegård genomförde 2013 och bekräftas i denna uppföljning. Även ur ett internationellt perspektiv är pedagogisk meritering en aktuell fråga och den har fått extra skjuts av de senaste årens ökade fokus på kvalitetssäkring av högre utbildning. Knappt hälften (49 %) av Sveriges högskolor och universitet har idag infört någon form av pedagogisk meriteringsmodell, antingen integrerat i den akademiska befordringsgången eller som ett fristående system. Implementeringsarbete eller förberedelser pågår vid ytterligare några lärosäten medan ett antal befintliga modeller är pausade i väntan på utvärdering och revidering. Sett över hela landet är det vanligast med en gemensam modell för hela lärosätet, att modellen har två nivåer som benämns meriterad och excellent samt att lönepåslag och särskilda uppdrag följer med vid antagning till modellen. Kriterierna för pedagogisk skicklighet är i stort sett jämförbara mellan lärosäten och nivåer, däremot förhåller de sig sällan till grundkraven för pedagogisk skicklighet som gäller för anställning vid lärosätet. Pedagogiska portföljer används vid ca 70 % av alla lärosäten i Sverige och instruktioner för hur de pedagogiska meriterna ska sammanställas finns hos samtliga lärosäten som har pedagogiska meriteringsmodeller. Hos några lärosäten accepteras även webbaserade portföljer. De sakkunniga rekryteras framför allt externt, vanligast är att använda två externa bedömare eller en kombination av interna och externa bedömare. Lärosätena lägger allt större vikt vid de sakkunnigas bedömarkompetens och har i några fall särskilda instruktioner för sakkunniga inför bedömning av pedagogisk skicklighet. Över 500 lärare i Sverige har hittills befordrats eller utnämnts i en pedagogisk meriteringsmodell. Deras roll vid lärosätena varierar men denna kartläggning bekräftar att de befordrade och utnämnda lärarnas kompetens börjar efterfrågas och nyttjas på olika sätt vid både det egna lärosätet och vid andra.

  • 706.
    Winther, Johan
    et al.
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Granström, Erik
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Nivågruppering i matematik: En studie om lärares inställning till nivågrupperad undervisning2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Nivågruppering är ett väldebatterat ämne när det gäller hur man bör organisera undervisningen på bästa sätt. I matematikämnet har det historiskt varit vanligt att nivågruppera (exempelvis genom allmän och särskild kurs). Vi tror att lärarens roll för hur väl nivågrupperad undervisning fungerar är helt avgörande. Därför har vi valt att undersöka lärares syn på nivågruppering. Undersökningen är av kvalitativ art. Ett antal kvalitativa intervjuer med högstadielärare på två orter i Västerbottens län har genomförts. Den data som insamlats har sedan gåtts igenom och analyserats. Resultatet av denna studie indikerar att lärare generellt är positiva till nivågruppering. Man ser det som ett bra sätt att organisera undervisningen utifrån de resurser man har att tillgå idag. Flera av lärarna uttrycker dock att om man framförallt hade mindre klasser, skulle man kunna klara sig bra utan att nivågruppera, då man skulle hinna med att hjälpa sina elever på ett annat sätt. Lärarna har olika erfarenheter av nivågruppering, och stött på olika sorters nivågruppering, därför blir resultatet något spretigt.

  • 707.
    Wisén, Maria
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Gymnasieelevers svårigheter vid arbete med matematiska textuppgifter2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undervisningen i matematik i gymnasieskolan domineras av att eleverna får arbeta med de uppgifter som ingår i ett visst läromedel. Dessa uppgifter är ofta av rutinkaraktär där lösningsprocessen inte ses lika viktig som om svaret är korrekt eller inte. Min erfarenhet är att elever får svårigheter när de skall lösa matematiska textuppgifter, d.v.s. uppgifter som inte är av den rutinkaraktär som de uppgifter läromedlet domineras av. Syftet med min studie är därför att undersöka vilka svårigheter gymnasieelever har vid arbetet med matematiska textuppgifter. Genom att låta gymnasieelever lösa fyra matematiska textuppgifter, liknande de som finns i deras läromedel, och därefter intervjua de elever som uppvisat svårigheter drogs slutsatsen att eleverna har svårigheter inom kategorierna erfarenhetsbehov (eleverna saknar erfarenhet av att lösa liknande uppgifter och finner därför ingen lösningsmetod), teknisk förmåga (svårigheter med själva räkneförmågan och med användandet av metoder och formler), slarvfel samt textförståelse (textmängden och orden i texten leder till svårigheter).

  • 708.
    Wohllebe, Malte
    Umeå University, Faculty of Arts, Department of language studies.
    Svenska elevers språkkänsla för det engelska språket: Vikten av intuition i elevers språkliga problemlösning2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine if and in which cases Swedish students rely on their intuition when being confronted with English and how efficiently their language intuition, or sprachgefühl, functions. To study these questions a task was developed in which Swedish students of upper secondary level were asked to identify and correct various kinds of mistakes that were hidden in an English text. They were also asked to give an explanation for the changes they made, based on grammatical rules or feeling for linguistical correctness, to determine if they used their analytical capacity or their intuition in the process. The results showed that the students mainly relied on their intuition when making linguistical choices. Furthermore, the students were able to successfully solve the problems they identified in 77,5% of the cases they relied on their language intuition. However, they were still more successful, to be specific in 92% of the cases, when using their analytical system. This could either point to a lack of knowledge in grammar and deficient focus on teaching grammar in Swedish schools, or to the fact that language intuition is a dominant system in human language learning and should therefore be put in focus of language research.

  • 709.
    Wredendal, Amanda
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Ungdomars ordförståelse ur ett språkligt och demokratiskt perspektiv: En forskningsöversikt samt två lärares syn på ordförståelse2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is about young people’s vocabulary knowledge. The aim is to examine whether the vocabulary knowledge has changed for the worse, according to research, two teachers’ experiences and media. My hypothesis is that a change for the worse involves risks: it can become difficult for young people to be a part of the public dialogue and understand the academic literature. With public dialogue, I mean the dialogue in for example newspapers, TV, the office etcetera. The methods I have used are a literature study and interviews. The result indicates that the vocabulary knowledge has changed for the worse. The curriculum for the Swedish upper secondary school states that the students should learn how to participate in a process of making decisions in a democratic way, in society and at work. If the students reach these goals it should not be a problem to be a part of the public dialogue. Three studies from 1997, 2011 and 2017 show that the vocabulary knowledge is worse. The words that young people seem to not understand are words connected to politics and words that usually occur in newspapers and fiction. Moreover, the teachers’ experiences of the students’ vocabulary are the same as the result of the research. They think that the vocabulary knowledge is insufficient now compared to what it was a decade ago when they started to work. In addition, media does not seem to hesitate to enlighten people about a school in crisis. 

  • 710.
    Zhao, Huahui
    Umeå University, Faculty of Arts, Department of language studies.
    Investigating learners’ understanding of peer and teacher feedback on EFL writing2011In: Assessing Writing: An International Journal, ISSN 1075-2935, E-ISSN 1873-5916, Vol. 15, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

    Existing comparative studies between peer and teacher feedback in English writing classes have predominantlyused frequency measures of peer and teacher feedback in learners’ revisions to suggest their relativevalues for developing learners’ writing proficiency. However, learners do not necessarily understand thefeedback that is used in their redrafts.This study distinguished learners’ use from their understanding of peer and teacher feedback. EighteenChinese university English learners participated in the study for sixteen weeks. Three research methodswere adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.The findings suggested that the learners used more teacher than peer feedback in their redrafts. However,interviews with these learners revealed that they used a larger percentage of teacher feedback than peerfeedback without understanding its significance or value. Student interviews uncovered learners’ passiveacceptance of teacher feedback and the facilitative role of first language use in peer interaction.This study suggests that learners’ understanding of feedback should be taken as at least an equally importantfactor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developinglearners’ writing proficiency.

  • 711.
    Zhao, Huahui
    Umeå University, Faculty of Arts, Department of language studies.
    Investigating learners' use and understanding of peer and teacher feedback on writing: a comparative study in a Chinese English writing classroom2010In: Assessing Writing: An International Journal, ISSN 1075-2935, E-ISSN 1873-5916, Vol. 15, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

    Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners’ revisions to suggest their relative values for developing learners’ writing proficiency. However, learners do not necessarily understand the feedback that is used in their redrafts.

    This study distinguished learners’ use from their understanding of peer and teacher feedback. Eighteen Chinese university English learners participated in the study for sixteen weeks. Three research methods were adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’ understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.

    The findings suggested that the learners used more teacher than peer feedback in their redrafts. However, interviews with these learners revealed that they used a larger percentage of teacher feedback than peer feedback without understanding its significance or value. Student interviews uncovered learners’ passive acceptance of teacher feedback and the facilitative role of first language use in peer interaction.

    This study suggests that learners’ understanding of feedback should be taken as at least an equally important factor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developing learners’ writing proficiency.

  • 712.
    Zhao, Huahui
    Umeå University, Faculty of Arts, Department of language studies.
    Using learners' diaries to investigate the influence of students’ English language proficiency on peer assessment2011In: Journal of Academic Writing, ISSN 2225-8973, Vol. 1, no 1, p. 126-134Article in journal (Refereed)
    Abstract [en]

    Peer assessment has been used increasingly in English writing instruction in the past two decades. This has given rise to research on peer assessment in developing English learners' writing proficiency. However, few studies have exclusively examined student variables in relation to peer assessment and, in particular, how students' English language proficiency affects the use of peer assessment in English-medium writing classrooms. The case study research described in this article examined, through the employment of students' learning diaries, how Chinese university English- learners‟ language proficiency affected the use of peer assessment. Ten second-year English majors at a university in Southern China were asked to keep diaries of their experiences of being involved in peer assessment over sixteen weeks. The diary data showed that the students viewed their English language proficiency as a salient variable influencing the focus, the type, the appropriateness, and the impact of peer feedback on learners' redrafts.

  • 713.
    Zhao, Huahui
    Umeå University, Faculty of Arts, Department of language studies.
    Who takes the floor: peer assessment or teacher assessment?: an investigation of Chinese university EFL learners’ use and understanding of peer and teacher feedback on writing2011In: Innovating EFL Teaching in Asia / [ed] Theron Muller, Steven Herder, John Adamson and Philip Shigeo Brown, Houndmills: Palgrave Macmillan, 2011, p. 245-252Chapter in book (Refereed)
  • 714.
    Zingmark, Maud
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Vilka faktorer är viktiga för inlärning med laborativ matematik?2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Laborativ matematik har under flera år varit ett viktigt inslag i min matematikundervisning. När jag skulle göra en undersökning passade det bra att titta på vilka faktorer som påverkar inlärningen med hjälp av laborationer. Vi fick fram faktorerna genom en diskussion i fokusgrupp. Dessa faktorer viktades och betygsattes både allmänt för laborationer och efter en laboration vi utförde i klassen. Det jag kan se utifrån elevernas betygsättning och viktning är att de tycker att samarbetet i gruppen och respekten för individens egna tankar är det viktigaste. Eleverna tyckte att det var viktigt att få jobba självständigt i gruppen utan lärarstyrning. När eleverna fick olika styrning på genomförandet av laborationen kunde de upptäcka olika saker som de sedan delade med sig till varandra.

  • 715.
    Zipernovszky, Hanna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Det svenska religionskunskapsämnet från ett östeuropeiskt perspektiv2014In: Perspektiv på religionskunskap i svensk skola / [ed] Bodil Liljefors Persson & Nils-Åke Tidman, Föreningen Lärare i religionskunskap , 2014, p. 23-32Chapter in book (Other academic)
  • 716.
    Zipernovszky, Hanna
    Umeå University, Faculty of Arts, Religious Studies.
    Så låter det på svenska: en annorlunda lärobok med CD om svenskt uttal2006Book (Other academic)
  • 717.
    Zocche, Nicola
    Umeå University, Faculty of Arts, Department of language studies.
    Att undervisa nyanlända elever i engelska: Utmaningar för (ny)utbildade lärare i engelska i mötet med nyanlända elever2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis aims at examining the difficulties and challenges that a teacher in English is bound to face when working with newly arrived pupils, as well as at finding out how teacher training programs in Sweden prepare future English teachers for the inevitable encounter with newcomers. The study is conducted through qualitative semi-structured interviews with two teachers of English as well as two teacher students.

    What emerges from the collected material is that newly arrived pupils find themselves in a very complicated situation. The fact that they are forced to learn English at the same time as they are trying to acquire the Swedish language, alongside the fact that they are to work with classmates that are significantly more experienced than they are in the acquisition of English, entails increased demands on teachers. The lack of resources allocated to this area by Swedish schools makes the teachers` task all the more complicated. Thus, English teachers are confronted with a particularly difficult task in regards to their encounter with newcomers. The study also shows that English teachers do not possess the skills that are deemed necessary to properly deal with the situation. In order to meet the newcomers` particular requirements, English teachers need to acquire a type of knowledge that today they lack, namely knowledge on multilingualism and third language acquisition, and thus develop a new set of skills. This means that teacher training programs need to be adjusted in order to provide future English teachers with a type of knowledge that teacher training programs currently do not offer their students.

  • 718.
    Åberg, Hanna
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Skönlitteratur för läsförståelse: En kvalitativ undersökning om användningen av skönlitteratur i syfte att öka läsförståelse2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    According to standardized tests, Swedish students’ reading comprehension skills are getting worse. The Swedish National Agency for Education has also stated that the lack of sufficient reading comprehension skills is particularly noticeable in regards to reading fiction. This study aims to examine theories and methods for using fiction with the purpose of increasing reading comprehension in upper secondary school. The study of previous research is coupled with interviews where four teachers share their experiences on working with fiction and reading comprehension. The results show that researchers and teachers are largely agreed upon one thing: the reading experience should come first. The teachers also claim that the students’ interest in what they are reading has a considerable impact on the development of their reading skills. However, students’ interests and experiences while reading are not explicitly part of the regulatory documents teachers are required to relate their teaching to. Furthermore, the regulatory documents are conflicted on the purpose of reading literature. While the aim of the subject Swedish focuses in part on the merits of fiction as a source for self-awareness and understanding of other people’s experiences, this is not reflected in the knowledge requirements needed to pass in the subject. If interest and reading experience were deemed as important aspects in the regulatory documents it might become easier to increase students’ reading comprehension skills.

  • 719.
    Åberg, Julia
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Matematiska symboler och matematikuppgifters svårighetsgrad2011Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att fördjupa förståelsen för eventuella samband mellan förekomst av matematiska symboler och matematikuppgifters svårighetsgrad. I studien har matematikuppgifter från PISA 2003 och Nationella prov i matematik A, B och C på gymnasiet analyserats utifrån vilka typer av matematiska symboler de innehåller. Resultatet av denna analys har sedan med hjälp av statistisk korrelationsanalys jämförts med uppgifternas lösningsfrekvenser samt hur höga krav på läsförmåga uppgiften ställer. Studiens resultat visar att sambanden mellan förekomst av olika symboltyper och dess lösningsfrekvenser är för svaga för att någon definitiv slutsats ska kunna dras. Korrelationsanalysen visar dock att ett något starkare samband finns mellan förekomsten av bokstavssymboler i matematikuppgifter och låga lösningsfrekvenser än för någon av de andra symboltyperna. När förekomsten av olika symboltyper jämförs med hur höga krav uppgiften ställer på läsförmåga finns det inget som tyder på att förekomsten av olika symboltyper har något samband med hur höga krav på läsförmåga en uppgift ställer.

  • 720.
    Åman, Ken
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Hur gymnasieläroböcker i fysik behandlar kursplansmål med kvantmekanisk anknytning2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the national syllabus for the B-course in physics for the Swedish upper secondary school, there are some stated objectives to be achieved. This paper identifies the objectives that have quantum mechanical related content. The aim is then to analyse how five Swedish textbooks for the B-course in physics for upper secondary school describe physics that are related to these identified objectives. One of the books do not have a quantum mechanical description of the structure of the atom and two of the other books lack a quantum mechanical description of the positions of the electrons inside an atom. There is a general problem how spin is presented. All books describe the electronic energy levels and atomic spectra in the light of the atomic model of Bohr. All books do also introduce the photon in the quantum hypotheses of Planck and Einstein’s explanation of the photoelectric effect. The main conclusion of this study is that there are some problems how the textbooks present physics that have quantum mechanical related objectives in general, but in particular those parts that are related to the atomic structure. This can lead to problems for the students to fulfil the goals in the syllabus.

  • 721.
    Åstrand, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Akademins betydelse - synpunkter på skapandet av det förflutnas bilder: medieforskning och historisk forskning2004In: Skriftserie fra Institutt for historie og klassiske fag, ISSN 0805-0589, no 45, p. 179-187Article in journal (Refereed)
  • 722.
    Åström, Anton
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Läxan i skolan: Ett lärarperspektiv2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 723.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Historia och konflikter: historiekultur och historieundervisning inom, över och bortom gränser2014In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 134, no 2, p. 267-277Article, review/survey (Refereed)
    Abstract [sv]

    Forskningsöversikten diskuterar fyra böcker som alla behandlar förhållandet mellan  historieundervisning och samhälleliga konflikter i olika delar av världen. Till översiktens slutsatser hör att det behövs tydligare historiekulturella perspektiv på så kallade history wars; att det blir svårt att tala om "post-konflikt-samhällen" då alla samhällen har inneboende konflikter som också innefattar synen på historien; samt att ett undervisningsklimat som tillåter friktion mellan olika berättelser förmodligen är att föredra framför nya överslätande narrativ baserade på överenskommelser. Att komma överens om historien kan heller inte förväntas leda till att konflikter mellan olika kulturella grupper upphör. Istället finns anledning att misstänka att orsakssambandet är det omvända: det är enklare att komma överens om historien om de olika kulturella grupperna upplever att de lever under rättvisa förhållanden och respekterar varandra i samtiden.

  • 724.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Ny bild av Europa: förändring i historieläroböckerna i samband med nya relationer2011In: Manus, ISSN 2000-4028, no 1, p. 10-Article in journal (Other (popular science, discussion, etc.))
  • 725.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Meaning and Use of "Europe" in Swedish History Textbooks, 1910-20082011In: Education Inquiry, ISSN 2000-4508, Vol. 2, no 1, p. 61-78Article in journal (Refereed)
    Abstract [en]

    This article explores the different meanings of “Europe” in Swedish history textbooks over the course of the 20th century. Utilising the concept of myth, this textbook analysis looks at how the older history of Europe, and Sweden in relation to Europe, had changed by the end of the century. In particular, it examines the way in which Europe as a historically coherent entity is becoming attached to the idea of European economic, cultural and political co-operation in the wake of the Second World War. By using both quantitative and qualitative methods the study reveals that Europe as a concept has altered its meaning over time. Further, the study shows that the amount of text on Europe as an entity altogether increased in Swedish history textbooks in the latter part of the 20th century.

  • 726.
    Åström, Helena
    et al.
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Helgesson, Kristina
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Laborativ och problemlösande matematik: En studie om Landet Längesen i teori och praktik2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete syftar till att undersöka hur Landet Längesen har omsatts i praktiken i de tidiga skolåren och vad lärare och elever anser om att arbeta med Landet Längesen. Fem frågeställningar förtydligar syftet: Vad berättar lärare om hur de omsatt de pedagogiska idéerna i Landet Längesen? Vad berättar lärare om hur de omsatt materialets olika delar? Vad anser lärarna att det finns för fördelar och nackdelar/svårigheter med Landet Längesen? Hur tycker elever att det är att arbeta med Landet Längesen? Vilka krav anser lärare att Landet Längesen ställer på lärare och elever? Arbetet omfattar kvalitativa intervjuer med fyra lärare och en enkätundersökning med totalt 27 elever. Vår studie visar att lärarna omsatt de pedagogiska idéerna som Landet Längesen bygger på och att de har använt sig av det tillhörande materialet. Resultatet lyfter även likheter och skillnader i omsättningen av Landet Längesen. En slutsats är att lärarna är positiva till arbetet med Landet Längesen och att det råder olika åsikter hos eleverna.

  • 727.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Betygsättning och bedömning i NO2012In: Betyg i teori och praktik: ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium / [ed] Nordgren, Kenneth, Odenstad, Christina och Samuelsson, Johan, Malmö: Gleerups Utbildning AB, 2012, 2, p. 131-140Chapter in book (Other (popular science, discussion, etc.))
  • 728.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Computer-based try-out for assessing communication goals in physics2014Conference paper (Refereed)
    Abstract [en]

    The Swedish science curriculum in compulsory school got a new component in the reform 2011 (Skolverket, 2011a). The new component consists of required communications skills that students should show in classroom discussions. In the work with national tests we did a try-out of a possible test item that could be aiming at those skills. The item consisted of two parts, the first was that students should use a number of recommended internet links to find information of the main topic in the item, namely if Sweden should continue to use nuclear energy. The second part consisted of a chat discussion between small groups of students that were done in a database environment where students should argue pros and cons the question. This pilot-test found that students were capable to use computers to search information and to discuss arguments with each other in a chat room. However, the number of students in the pilot test was small and the test item needed strongly development to fit the test frames to adjust to 35 000 students taking a written paper-and-pen test.

  • 729.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Defining integrated science education and putting it to test2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education.

    The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education  are shown, mainly with respect to how teachers involve students in their planning.

    The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.

  • 730.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Differences between students in Swedish compulsory schools with integrated andsubject-specific science education in PISA 2006Manuscript (preprint) (Other academic)
    Abstract [en]

    This study is a comparison between three groups of teaching organisations in Sweden that work either with integrated Science, subject-specific Science or a mixed form of the two. Comparison is made between the students’ total Science scores in the PISA 2006 study and the three scores in student competency regarding Knowledge in Science and Knowledge about Science. This comparison is made both at the individual and school level. There are differences between students with integrated Science education and students with subjectspecific Science. These differences are found both in the total scores and in some of the subscores. An even more striking difference is found between boys and girls in the different groups. There are big differences in test scores for girls with integrated Science as compared to girls with subject-specific Science; this difference is almost nonexistent for boys. Some caution must be shown in drawing conclusions from this finding, however, since girls’ and boys’ groups differ in mean ESCS, and there are differences in the percentage of students who speak another language at home than Swedish. Some plausible explanations for the differences are discussed based on inferences from other studies.

  • 731.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Integrated and subject-specific: an empirical exploration of science education in Swedish compulsory school2007Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.

    The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as  subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study.

    The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to  describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific.

    No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable.

    The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum.

    A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.

  • 732.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Integrerat eller ämnesuppdelat?2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Strömdahl, Helge och Tibell, Lena, Lund: Studentlitteratur, 2012, 1, p. 61-74Chapter in book (Other academic)
  • 733.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    What Do Teachers Find Problematic With Non-traditional Scientific Test Content?2014Conference paper (Refereed)
    Abstract [en]

    This paper deals with teachers’ statements about assessing students’ results from items with non-traditional science content in the national science assessments in Sweden. Non-traditional science content in this case is items that concerns social and scientific issues (SSI). The content deals with use of science in society. This content has emerged in the curriculum in several countries in an effort to improve students’ interest for science, to implement meaningfulness in learning and train students to learn science for adults use (Sadler, Barab, & Scott, 2007; Sadler & Zeidler, 2009; Dana L.  Zeidler, Sadler, Applebaum, & Callahan, 2009; Dana L. Zeidler, Sadler, Simmons, & Howes, 2005). Sweden has shown descending results in international studies, particularly PISA (Skolverket, 2013) so voices are raised how to improve teaching. Curriculum reform is a common way to change premises in school (Fensham, 2008). Swedish students get accurate results from PISA on items concerning traditional curriculum content, but items with non-traditional curriculum content show lower students’ results (Skolverket, 2010). When looking into teachers’ statements of test items with unfamiliar content that mirrors the curriculum content the question raises; what do teachers think of SSI content? In teacher surveys attached to the tests more than half of answering teachers state that they use SSI in their own tests (Åström, 2013). This study focuses on what teacher write in own words about test items.

    1) what do teachers find troublesome concerning social and scientific issuescontent in national tests?

    2) what expectations and apprehensions do teachers have to SSI items?

    3) do teachers comments concerning SSI content in tests develop between years?

  • 734.
    Åström, Maria
    et al.
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Karlsson, Karl-Göran
    Department of Engineering, Physics and Mathematics, Mid Sweden University.
    Integrated and subject-specific science education: teachers’ and students’ viewsManuscript (preprint) (Other academic)
    Abstract [en]

    This study concerns the views of teachers’ and students’ regarding Science education. The teachers and students are all from four schools in the same small town in Sweden. The teachers’ views of Science lessons focused on how to plan lessons and organise content. The students’ views focused on three questions concerning the integration of science. The study is based on several data collections: interviews with and observations of teachers, a school survey and student questionnaires. The teacher interviews were analysed with regard to integrated and subject-specific Science education and the students’ questionnaires were analysed with statistical methods. The four schools in this study may be categorised as two integrated schools, one subject-specific and one mixed school. The students’ views of subjectspecific and integrated Science did not completely coincide with the teachers’ views. Teachers and students agreed on that they did integrated education in only one out of the four schools.

  • 735.
    Åström, Sandra
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Videoinstruktioner till bildundervisningen med tema självporträtt i olika tekniker2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I denna studie ligger fokus på utformning av videoinstruktioner i bildämnet på gymnasieskolan vilka utvärderats via intervjuer av olika informanter, lärare och studenter. De videoinstruktionerna som utformades under arbetet bearbetades efter bland annat motivationsteorier, didaktik i bildklassrummet och innefattar konkreta material samt tekniska instruktioner. Uppgifterna har producerats med självporträtt som det sammanhängande temat, i de olika tekniker som tas upp under ämnet bild. Enligt läroplanen skall eleverna bland annat med hjälp av olika tekniker och uttryckssätt genom både traditionella metoder samt nyare konstformer, få en bättre förmåga att själva utforma konstbilder och konstföremål med olika uttryck och budskap. Teknikerna sammanställdes till instruktionsfilmer som kan användas som ett stöd till lektioner i bild. Videoinstruktionerna hade även som mål att motivera eleverna, samt att möta elevers varierande inställning och arbetssätt oberoende vilken motivationsgrad de har i ämnet. En intervju genomfördes med en lärare efter att ha visat videoinstruktionerna. En gruppintervju genomfördes med lärarstudenter, detta för att inhämta deras åsikter om videoinstruktionen som läromedel. Centrala teman som framfördes av informanterna under intervjuerna var bland annat att videoinstruktionen har flera fördelar i en skolmiljö. Det sparar tid och är ett inlägg i elevernas IT kultur som de lätt kan relatera till. Videoinstruktionen är motiverande för eleverna men har begränsningar. Instruktionens budskap måste slipas noga för att komma fram i den form som läraren avser. Den bör även användas i kombination med annan undervisning för bästa resultat.

  • 736.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Det dialogiska klassrummet2009In: Sjätte nationella konferensen i svenska med didaktisk inriktning: muntlighetens möjligheter - retorik, berättande, samtal / [ed] Anne Palmér, Uppsala: Nationella nätverket för svenska med didaktisk inriktning (SMDI) , 2009, p. 162-168Conference paper (Other academic)
  • 737.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturdidaktik, fiktioner och intriger2015 (ed. 1)Book (Other academic)
  • 738.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lindell, Ingrid
    Göteborgs universitet.
    Inledning2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 7-15Chapter in book (Other academic)
  • 739.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Tornberg Pantzare, Malin
    Sävar skola.
    Att skugga intrigen: en modell för litteraturläsning i teori och praktik2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 17-38Chapter in book (Other academic)
  • 740.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    A framework for studying differences between process- and object-oriented discourses2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1: Developing mathematical thinking / [ed] Behiye Ubuz, 2011, p. 367-367Conference paper (Other academic)
  • 741.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Beliefs: A theoretically unnecessary construct?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France / [ed] V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello, Lyon: Institut National de Recherche Pédagogique , 2010, p. 154-163Conference paper (Refereed)
    Abstract [en]

    In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.

  • 742.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Characterizing mathematics education research discourse on belief2011In: Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University , 2011, p. 200-217Conference paper (Refereed)
    Abstract [en]

    The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.

  • 743.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 3, p. 53-73Article in journal (Refereed)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 744.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Kan vi separera läsning från matematikämnet?2009In: Dyslexi, ISSN 1401-2480, Vol. 14, no 3, p. 18-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    För uppgifter som man använder i undervisning eller prov i matematik så vill man i första hand utveckla eller testa kunskaper i matematik och inte elevernas läsförmåga. Om undervisning i matematik bygger mycket på läsning så verkar det finnas större risk att elever som har svårigheter med läsning också kommer få svårigheter med matematikämnet. En tanke kan därför vara att man vill separera läsning från matematikämnet, för att på så sätt undvika dessa potentiella problem. Mitt syfte med denna artikel är att analysera vissa aspekter av relationer mellan läsning och matematik, för att på detta sätt se om och hur en sådan separering kan göras.

  • 745.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Läsförståelsens roll inom matematikutbildning2009In: Matematikdidaktiska frågor: Resultat från en forskarskola / [ed] Gerd Brandell, Göteborg: Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet , 2009, 1, p. 154-165Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel beskriver undersökningar kring hur universitetsstudenter och skolelever läser olika typer av texter. Frågor jag vill besvara är hur man bör förhålla sig till läsning inom matematikutbildning och om man behöver behandla läsförståelse som en del av undervisning inom matematik. I artikeln behandlar jag undersökningar kring läsning av uppgiftstexter samt undersökningar kring läsning av förklarande texter. Därefter jämför jag dessa olika typer av lässituationer och noterar då vissa likheter mellan lässtrategier som elever använder sig av i de olika situationerna. Bland annat noterar jag att texter som innehåller symboler tycks aktivera en speciell lässtrategi hos elever. Denna strategi verkar handla om att fokusera på symboler och andra typer av nyckelord i texten, vilket resulterar i en sämre läsförståelse. En slutsats är därför att det finns behov av att behandla läsning i matematikundervisning eftersom elever på egen hand tenderar att utveckla bristfälliga lässtrategier. Jag diskuterar också förslag på hur man kan göra detta. Som avslutning i artikeln diskuterar jag även hur resultaten om läsning kan ses i relation till andra forskningsresultat.

  • 746.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemological beliefs and properties of discourse: Some empirical explorations2010In: Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF 7 / [ed] C. Bergsten, E. Jablonka & T. Wedege, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 241-250Conference paper (Refereed)
    Abstract [en]

    In this paper I investigate what types of epistemologies are conveyed through properties of mathematical discourse in two lectures. A main purpose is to develop and explore methods for a type of analysis for this investigation. The analysis focuses on the types of statements and types of arguments used in explicit argumentations in the lectures. This type of analysis proves to be useful when characterizing epistemological aspects of lectures. However, some limitations are also noted, in particular that it was common to use more implicit types of argumentations in the lectures, which was not included as data in the present analysis.

  • 747.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Students' summaries of mathematical lectures: Comparing the discourse of students with the discourse of lectures2012In: Mathematics Education: Expanding Horizons. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia / [ed] J. Dindyal, L. P. Cheng & S. F. Ng, Singapore: MERGA , 2012, p. 578-585Conference paper (Refereed)
    Abstract [en]

    This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of active verbs and little use of nominalisations. Students' summaries of process-oriented lectures also tend to be more process-oriented, but the differences between individual students are larger than differences caused by variations of the discourse in the lectures.

  • 748.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The ontology of beliefs from a cognitive perspective2010In: Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education, September 8-11, 2009, Genoa, Italy / [ed] F. Furinghetti & F. Morselli, Genoa: Department of Mathematics, University of Genoa , 2010, p. 35-46Conference paper (Refereed)
    Abstract [en]

    In order to refine existing theories of beliefs, attention is given to the ontology of beliefs, in particular how a belief can be seen as a mental object or a mental process. The analysis focuses on some central aspects of beliefs; unconsciousness, context­ualization, and creation and change of beliefs, but also relates to research metho­dology. Through the analysis, the creation of belief is highlighted as a central aspect for more in-depth theories of beliefs. The outline of a theoretical framework is described – a framework that has the benefit of creating a coherent integration of all different aspects discussed, and which can also be used as a framework when designing and analyzing methods for empirical research.

  • 749.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The role of mathematical competencies in curriculum documents in different countries2018In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11, The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] Johan Häggström, Yvonne Liljekvist, Jonas Bergman Ärlebäck, Maria Fahlgren, Oduor Olande, Karlstad: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 131-140Conference paper (Refereed)
    Abstract [en]

    The inclusion of competencies in curriculum documents can be seen as an international reform movement in mathematics education. The purpose of this study is to understand which role mathematical competencies have in curriculum documents in different countries, with a focus on the relationship between competencies and content. Curriculum documents from 11 different countries were analysed. The results reveal three different themes of variation, concerning if the competencies are specific to mathematics, if competencies are described as learning goals, and if such learning goals are differentiated between grade levels.

  • 750.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The role of theory when studying epistemological characterizations of mathematics lecture(r)s2012In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 9, no 3, p. 431-464Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper is a contribution to the scientific discussion about the role and use of theory in mathematics education research. In particular, focus is here on the use of and comparison between different types of theories and frameworks, which is discussed primarily through the example of an empirical study examining what types of messages about mathematics are conveyed in lectures. The main purpose of this paper is to examine how different types of theories and frameworks can affect different parts of the research process.

1213141516 701 - 750 of 761
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf