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  • 751.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Attitudes toward Science, Technology, Engineering and Mathematics: state, psychological origin, and strategies for transformation2009Conference paper (Other (popular science, discussion, etc.))
  • 752.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Learning by computer-simulated laboratory exercises – effects on learning outcomes.2001Conference paper (Other academic)
  • 753.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Motivation for Learning Science and Mathematics: Identifying Personal and Environmental Factors2011Conference paper (Refereed)
    Abstract [en]

    Several theories in motivation research aim at explaining or predicting the emotional experiences and behavior of students in academic situations as well as the quality of learning outcomes. However, there are still ambiguities regarding the mechanisms of motivation, how motivation can be influenced, and what effects motivation has on learning. As a first step to examine the role of situational and personal variables involved in some of the most influential motivation theories, their relative ability to predict student behavior, emotional experiences and learning outcomes were investigated by PLS analysis of questionnaire data from 658 upper secondary school students. As to outcomes, results show that experiences of anxiety, on one hand, are orthogonal to perceived degree of learning, enjoyment, and motivated behavior, on the other. Major predictors of anxiety emotions were; Attributions, pertaining to the perceived degree of control over outcomes; the nature of relations to peers; and whether the students perceived that the goal of the lesson was understanding or ‘production’. The degree of learning, motivated behavior, and enjoyment were, in descending order, predicted by students’ achievement goals and motivation type, the teacher’s engagement,  character of feedback, autonomy support and the level of teacher demands on students. To some extent, students’ epistemological beliefs regarding the complexity of knowledge also predicted these types of outcomes.

  • 754.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Motverkar skolans strukturer insatser som görs för att öka elevernas motivation?: Interaktioner mellan den lärande och lärandesituationen: Effekter på afektiva upplevelser och lärandeutfall2013In: Resultatdialog 2013, Stockholm: Vetenskapsrådet , 2013, p. 178-189Chapter in book (Other academic)
  • 755.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Using PCA for analysis of questionnaires, a journey into the affective domain.2001Conference paper (Refereed)
  • 756.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Berg, A
    Lunberg, B
    Computer simulated acid-base titrations as prelab: effects on learning outcome2001Conference paper (Refereed)
  • 757.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindahl, Britt
    Högskolan Kristianstad.
    Working with SSI: Factors influencing emotional and cognitive outcomes2009Conference paper (Refereed)
    Abstract [en]

    According to many stakeholders, there is a strong need to renew science education to bring about a radical change in young people’s interest in science. A suggested way could be to focus more on scientific literacy than science literacy and to work with socio-scientific issues (SSI). This evidence-based research project investigates what happens with interest, knowledge and self-efficacy when students in lower secondary school work with such issues. Here we present results from the quantitative part of the study with a focus on the relations between personal and situational factors and their relative effects on learning experiences and outcomes. Two questionnaires were developed, one pre-SSI work to describe common work forms and pupils’ personal characteristics from several aspects and one post-SSI work to measure the situational characteristics of the SSI work and its cognitive/behavioural and affective outcomes. Results show that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work are important aspects. In general, SSI seems to be most efficient for pupils who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious.

  • 758.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hellgren, Jenny M.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors2014In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 29, no 4, p. 673-691Article in journal (Refereed)
    Abstract [en]

    The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

  • 759.
    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.

  • 760.
    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.

  • 761.
    Winblad von Walter, Emilia
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Konsten att initiera ett förändringsarbete på̊ en skola: En utmaning eller en omöjlighet?2018Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    En kvalitativ undersökning i form av aktionsforskning med fyra intervjuer har genomförts för att undersöka uppstartstiden av ett förändringsarbete. Syftet med arbetet var att få mer kunskap om och förståelse för hur ett utvecklingsarbete initieras inom matematikundervisningen på en högstadieskola. Särskilt fokus i arbetet har lagts på att i större omfattning kunna inkludera elever med särskilda undervisningsbehov i matematik i klassrummet för att försöka bryta den traditionella fasta smågruppsindelningen. Utgångspunkterna i arbetet har varit förändringsarbete, lärarnas krav och stress samt systemteori. Arbetet har även fokuserat på inkludering, olika specialpedagogiska perspektiv samt det sociokulturella perspektivet. Resultatet pekar på att lärarna är positiva till förändringar i deras arbete men att de har en stor arbetsbörda och behöver därför ges möjlighet till tid och struktur för att kunna bearbeta och påbörja förändringarna. Sammanfattningsvis kom studien fram till att ett förändringsarbete behöver ske under en längre tidsperiod för att lärarna ska hinna arbeta med förändringarna och att det är gynnsamt för lärarna att vara i en ostressad arbetssituation när de ska genomföra någonting nytt inom sitt arbete.

  • 762.
    Winzell, Anders Christer
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elevers naturintresse och intresse för ämnet naturkunskap2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar enstämmigt att intresset för naturvetenskap sjunker i den svenska skolan. Samtidigt finns det en lärarkår som gör allt de förmår för att leverera bra undervisning och väcka intresse hos eleverna.Det här arbetet är inriktat på att finna ut hur elevernas intresse för naturkunskap och dess innehåll yttrar sig. Undersökningen utforskar också hur det står till med naturintresset hos ungdomarna i hopp om att naturintresse kan vara en nyckel till att höja intresset för naturkunskap och därmed bli ett verktyg för lärarna att använda sig av i undervisningen.Resultaten indikerar att eleverna har ett intresse för naturkunskap. Mest intresserade är de av frågor som rör hälsa och livsstil men miljöfrågor skattas även högt. Värre är det med intresset för det naturvetenskapliga arbetsättet och aktuella forskningsfrågor. När det kommer till elevernas naturintresse så var även det relativt lågt. Mest intresserade var de av aktiviteter som har koppling till motion.

  • 763.
    Wistedt, Inger
    et al.
    Department of Mathematics and Science Education, Stockholm University.
    Raman, Manya
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Quality and equity in mathematics education: a Swedish perspective2010In: Mapping equity and quality in mathematics education / [ed] Atweh, B., Graven, M., Secada, W, Valero, P., Dordrecht: Springer Netherlands, 2010, 1, p. 341-350Chapter in book (Other academic)
    Abstract [en]

    Discussions about quality and equity in education around the world often focus on the disadvantaged, the students for whatever reason do not have the resources to make the most of public education, or to get an education at all.  In Sweden, where there is a fairly even economic playing field, the discussion -- which is not always made public -- addresses another type of inequity, namely that bright and talented students are not given sufficient education, particularly in math and science, to help them reach their potential.  We describe some of the historical and cultural background for this inequity, and offer a modest, but not unbiased, account of what we claim is a false dilemma involved in promoting excellence in a democratic society.

  • 764.
    Wänting, Nadja
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Killarna spelar fotboll och tjejerna tittar på: En litteraturanalys av barnböcker ur ett genusperspektiv2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att undersöka hur genus framställs i tio olika barnböcker, samt om det finns någon skillnad om man jämför nya böcker från 2017 med äldre böcker från 30 år tidigare. För att undersöka detta har text och bild analyserats i tio barnböcker, där fem böcker är utgivna 2017 och fem mellan 1986 och 1990. Fokus har legat på vilka karaktärer som framkommer i böckerna, vilka personliga egenskaper som tillskrivs dessa, hur karaktärerna ser ut och vilka färger som framkommer i böckerna. 

    För att genomföra analysen har jag använt mig av Hirdmands (1988) tankar om genussystem samt Nikolajevas (2017) tabell över maskulina och feminina personliga egenskaper. Utifrån detta har jag utformat frågor som jag använt mig av när jag har analyserat text och bild. Dessa frågor innefattar vem som är huvudpersonen i böckerna, vilka personliga egenskaper karaktärerna i böckerna har, hur karaktärerna ser ut och vilka färger som förekommer i böckerna. 

    Det som framkom av analysen är att genus framställs i litteraturen genom såväl personegenskaper som utseende och färger. Den nyare litteraturen motverkar i högre grad traditionella könsmönster, särskilt när det kommer till karaktärernas personliga egenskaper.

  • 765.
    Zackrisson, Charlotte
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ”Det här är inte matematik”: en studie av intensivundervisning i matematik2018Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Matematiksvårigheter är ett väldebatterat ämne i vårt samhälle.  Syftet med denna studie är att öka förståelsen för hur en undervisningsinsats i intensivmatematik kan bedrivas för att bemöta barn med särskilda utbildningsbehov i matematik. Denna studie var inspirerad av aktionsforskning. Kartläggningsmaterialet Förstå och använda tal – en handbok har använts för att identifiera var elevernas svårigheter finns.  Empiriinsamling har skett genom intervjuer med elever och pedagogisk personal samt deltagande observation under den intensivundervisningsmodell som valts för ändamålet. Resultatet visar att kartläggningsmaterialet ger en bra utgångspunkt för planeringen av en intensivundervisning med ”en-till-en undervisning” med speciallärare under sex veckor. Aktionen visade att användandet av olika representationsformer, där laborativt material har tagit en stor del av undervisningen, varit en nödvändighet för att eleverna kunde utvecklas och gå framåt. Viktiga faktorer för elever i matematiksvårigheter har under studien varit träffarnas struktur, vilken tidpunkt under dagen då aktionen genomförts samt elevernas motivation. Intervjuerna visar att eleverna upplever att matematik är ett jobbigt ämne, trots detta har eleverna under studiens gång hittat stunder som varit roliga. Personalen som intervjuades såg positivt på studien och de är överens om att aktionen kommer att ge ringar på vattnet, att eleverna efter aktionens slut inte bara känner sig säkrare i matematik utan även i andra ämnen.

  • 766.
    Zetterberg, Mattias
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Intresse för kemiämnet ur ett genusperspektiv: Hur intresset för kemi skiljer sig mellan flickor och pojkar i gymnasieskolan2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, the interest in different parts of the chemistry subject is investigated with a gender perspective among pupils in Swedish upper secondary schools.A survey consisting of questions regarding interest in specific areas of the chemistry subject was carried out which pupils in different study programs with different general interest in chemistry and in different study years, replied to. The replies from the survey were both analyzed quantitatively using hypothesis testing and ANOVA and qualitatively using an operationalization method.

    The results of the study showed that there was significant difference between girls and boys in their respective interest for some of the areas connected to chemistry. The girls were more interested in areas connected to health and what is regarded as biochemistry in the academy. Boys on the other hand displayed a larger interest in explosive and hazardous chemicals as well as chemical weapons.

    These differences correlates with previous studies and follow a societal stereotypical pattern of how girls and boys should behave and have affection for.

  • 767.
    Ängnas, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teaching to the test: Hur påverkar de nationella proven lärare som undervisar i åk 3?2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    ’Teaching to the test’ är ett internationellt begrepp som refereras till som en konsekvens av när det starkt fokuseras på resultaten i användandet av standardiserade prov. Syftet med den här studien är att bidra med mer kunskap om hur de nationella proven påverkar lärare som undervisar i åk 3. Genom intervjuer med lärare som fick beskriva situationen kring nationella proven studerades vilka för- och nackdelar lärarna upplevde med proven samt om ’teaching to the test’ är en effekt av nationella provens påverkan.  Resultatet visar också att proven påverkar lärarna främst i deras val av undervisningsstoff. Flera av de aspekter som kännetecknar ’teaching to the test’ synliggjordes i studien och det blev tydligt att orsaken till detta berodde inte de inslag av high-stakes som proven har, likt tidigare studier från USA, utan orsaken berodde på lärarens känsla av omsorg för sina elever. 

  • 768.
    Åhlin, Jesper
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Som man läser får man räkna: En analys av matematiska texter ämnade för mellanstadieelever2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Matematiska prestationer har visat sig relatera till språklig förmåga och läsförståelse.Syftet med denna studie är därför att få mer kunskap om läsbarheten och graden avspråklig svårighet i läroböcker som används för matematikundervisning i grundskolan,för årskurserna 4–6. Dessutom är syftet att undersöka vilka språkliga faktorer som lärareupplever påverkar matematiska texters läsbarhet, samt hur väl dessa faktoreröverensstämmer med de läsbarhetsvariabler som användes för att analyseraläroböckerna. För att undersöka språklig svårighet i matematiska texter har tre, i svenskmatematikundervisning, vanligt förekommande läroböcker analyserats med hänsyn påläsbarhet. Två lärare har dessutom intervjuats för att få deras bild av vad de uppleverpåverkar elevers förståelse av matematiska texter. Läroböckerna visade sig vara relativtlika när det kommer till deras läsbarhetvärden. Det som skiljer lärobokstexterna är hurlånga de genomsnittliga meningarna är och hur stor andel långa ord som förekommer itexterna. Lärarna menade att längre texter, med längre meningar och ord är svårare attförstå. De ansåg dock att begreppsförståelse, svåra och ovanliga ord, samt graden avstruktur i texterna var språkliga faktorer som de upplevde att elever ofta har svårt med.Slutsatsen i studien är därför att även om läroböckerna håller en jämn och lämpligsvårighetsgrad, med hänsyn på läsbarhet, anser lärare att det finns flera andra variablersom påverkar hur svåra matematiska texter upplevs av elever. Om man som pedagoganvänder sig av läsbarhetsformler för att bestämma lämpligheten av en text bör mandärför vara medveten om vad formlerna analyserar och vad de tänkta läsarna har förindividuella förutsättningar.

  • 769.
    Åslund, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Återbruk och undervisning: En kvalitativ studie av kombinationen textilslöjd och miljö2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utgångspunkten för uppsatsen har varit att söka fakta gällande miljöfrågor som rör bomullsmaterialet och textil avfallshantering. Detta som starkt argument för arbetsmomentet återbruk i textilslöjden. Utgångspunkten har vidare varit att undersöka om och hur lärarna förmedlar eventuell miljöproblematik kring textilier då de introducerar elever i arbetsområdet återbruk. Skolans styrdokument, NÄU13 och forskning kring undervisning och undervisning för hållbar utveckling kopplas närmast ihop med undervisningsfrågorna i empirin. Resultatet baseras på framförd litteraturgenomgång i kombination med en empirisk undersökning. Empirin utgörs av kvalitativa intervjuer. Resultatet visar att det föreligger bristande kunskaper kring miljöfrågorna vilket bidrar till att kopplingen mellan miljö och textil slöjd inte diskuteras på ett djupare plan. Återbruk i textil slöjd har en tydligare inriktning mot att uppfylla mål från kursplanen såsom kombinera material och utveckla hantverkstekniker, än att bredda sig och även ge eleverna möjlighet att få ämneskunskaper gällande den miljöproblematik som råder kring bomullsodlingar, textil framställning och avfallshantering. Resultatet visar dock att medvetenheten om att sträva mot hållbar utveckling finns hos alla intervjuade lärare men att de inte lägger fokus på att tala kring ämnet. Vilket utrymme miljöfrågan tar i ämnet textil slöjd kan relateras till vilken kunskap och förståelse för problemen lärarna i textilslöjden har. Kunskap kan räknas till en ramfaktor precis som ramfaktorer som skolans ekonomi och möjligheter att handla återvunnet material. Ramfaktorer påverkar lärarnas insatser att arbeta miljöpositivt.

  • 770.
    Åström, Jenny
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Westergård, Andreas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Överföring av expertkunskaper inom utomhusundervisning: Naturskolan som innovatör i utveckling av utomhusmatematik2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Utomhuspedagogik är någonting som kan stötta elever i mellanstadiet. Denna studie syftar till att utveckla kunskapen om hur utomhusmatematik används i skolorna och om Naturskolans arbetsinsats kan bidra till en ökad utomhusundervisning. Studien har genomförts med både intervjuer och observationer av Naturskolans arbete i skolorna. Resultatet visar att de lärare som Naturskolan har besökt inte gjort några större förändringar i sitt fortsatta arbete i utomhusmatematik. Det har däremot gett en positiv effekt på lärarnas inställning då de känner sig mer trygga att bedriva undervisning utomhus. Naturskolan beskriver sitt arbete som fortbildning, vilket lärarna i flera fall inte uppfattade. Naturskolan har förmedlat expertkunskaper och lärarna beskriver deras arbete som strukturerat men även med känslan att det är enkelt att vistas ute.

  • 771.
    Åström, Johan
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematiska förmågor: Värderingar, strategier och hinder efter fem år med en läroplan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish curriculum for mathematics was changed in 2011. The new document gives more emphasis than previous curricula to mathematical competencies as basis for teaching and assessment. This study aims at investigating Swedish upper secondary school teachers’ beliefs with regards to mathematical competencies, as well as the strategies adopted and the obstacles perceived by the teachers when teaching mathematics from a competencies perspective.A survey of personal interviews with teachers of mathematics active in the Swedish upper secondary school has been conducted. This study shows that teachers primarily regard mathematical competencies from an assessment perspective. Few teachers formulate explicit strategies for their teaching in mathematical competencies. Among the most important perceived obstacles are reluctant student attitudes towards this perspective in mathematical teaching.

  • 772.
    Åström, Linnea
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Synliggör lärare lärandemål och vad uppfattar eleverna: En studie av lärares syn jämfört med elevernas upplevelse2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att, utifrån nyckelstrategi 1 inom till formativ bedömning, undersöka hur lärare klargör, delger och skapar förståelse för lärandemål samt framgångskriterier inom ämnet matematik. Studien undersöker hur elever uppfattar dessa mål och kriterier samt deras uppfattning om hur läraren synliggör dessa. Nyckelstrategi 1 innebär att läraren skall klargöra lärandemål och framgångskriterier för undervisningen, delge eleverna dessa för att eleverna skall få förståelse för sitt eget lärande. Min empiri bygger på observationer och intervjuer med tre lärare samt en enkätundersökning med eleverna i respektive lärares klass. I resultatet framkommer det att den lärare som använder nyckelstrategi 1 mest är även den lärare där eleverna har störst förståelse för lärandemål. Resultatet visar även att eleverna uppfattar att läraren synliggör lärandemål vid genomgångar i början av lektionen. Det visar också att lärarna är tryggare i att skapa och synliggöra lärandemål för ett helt arbetsområde jämfört med enstaka lektioner.

  • 773.
    Ödman, Pella
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Fingerfemman: Vilken eventuell nytta har elever och lärare av att problemlösningsprocessen delas upp i tydliga steg?2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Förmågan att lösa problem har stor betydelse både för att fatta välgrundade beslut i vardagen och för ett livslångt lärande. Viktiga aspekter för framgångsrik problemlösning är förmågan att planera, övervaka och modifiera samt utvärdera sin lösning. Alla elever gör inte detta av sig själva, och forskare menar att särskilt elever i inlärningssvårigheter har nytta av undervisning om lärandestrategier. Studien syftar till att undersöka vilken nytta elever och lärare har av att problemlösningsprocessen delas in i tydliga steg. Därför introduceras i två klasser i årskurs 1 en lösningsrutin kallad fingerfemman med fem moment att följa i arbetet med textuppgifter i matematik. Hur dessa elevers problemlösningsförmåga påverkas då fingerfemman används i processen, samt elevers och lärares upplevelser av att använda fingerfemman, har i studien undersökts genom observationer, intervjuer och analys av insamlade elevlösningar. För att även ta reda på om elever på längre sikt har nytta av att känna till och kunna använda fingerfemman, har intervjuer genomförts med elever och lärare även i årskurs 3 och 5. Resultatet visar att elever i större utsträckning planerar, övervakar och utvärderar sin lösning då de följer fingerfemmans steg. Lärarna upplever att de får mer tid att hjälpa de elever som är i behov av extra stöd i matematik, då fler elever blir mer självständiga i problemlösningsprocessen med hjälp av fingerfemman. Fingerfemman verkar kunna fungera som lärandestrategi och i viss mån bidra till att utveckla elevers självreglerade lärande - åtminstone inom problemlösning.

  • 774.
    Ögren, Madelen
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ölund, Frida
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ”Mr. Banan sköt magiska bananskal”: Innehåll, textuell struktur och multimodalitet i elevers berättande texter2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka lärares undervisning och elevers berättande texter i årskurs 3. Frågeställningarna omfattar undervisning, elevers berättelsers innehåll, textuell struktur samt multimodalitet och kopplingar mellan dessa. Forskningsbakgrund och teori innefattar sociokulturell teori, skrivdiskurser, undervisning och multimodalitet. För att undersöka frågeställningarna genomfördes intervjuer av lärare samt textanalyser av elevers berättelser. Resultatet visar både att det är stora skillnader mellan hur lärarna undervisar men också mellan elevernas berättande texter, även om de flesta innehåller korrekt berättelsestruktur och en röd tråd. Utifrån ett multimodalt perspektiv är det också stora skillnader mellan skolorna, men en likhet är att den vanligaste relationen mellan skrift och bild i elevtexterna är samspelsrelation. Resultatet visar även att det finns kopplingar mellan undervisningen och hur eleverna skriver sina berättelser.

  • 775.
    Öhman, David
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematikförmågor i läroboken: Tränar de eleven i att skriva det nationella provet i matematik?2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I svenska skolan används matematikboken flitigt av eleverna, och den har stor betydelse för läraren vidlektionsplaneringar. Följandeexamensarbete syftar till att öka kunskapen om i hur stor utsträckning räkning av uppgifter i matematikbokenunder lektionstidförbereder eleven inför att skriva det nationella ämnesprovet i matematik för åk 9. Hur lyfter läroböcker från vanligt förekommande läromedelsförlag matematikförmågorna, i relation till det nationella provet, och hur påverkar svårighetsnivån matematikkunskaperna? Enligt läroplanen ska eleven ges förutsättningar att utveckla fem förmågor, tidigare benämnt kompetenser, i matematik i grundskolan. Här utfördes en läromedelsanalys som visarattbegrepps-och metodförmågan tränas i störst utsträckning, på bekostnad av främst resonemangsförmågan och där efterproblemlösnings-och kommunikationsförmågan. Läroböckerna och deras svårighetsnivåer uppvisade liknande trend, och rankades efter uppskattad måluppfyllelse, men de är sannolikt otillräckliga efter matchning mot det nationella provet. Läraren rekommenderas därför att komplettera undervisningen med andra arbetsformer och mer utforskande, laborativa, arbetssätt än enbart enskild räkning.

  • 776.
    Ölund, Marie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att utveckla lärandet i matematik: En studie i hur lärare genom sin undervisning utvecklar elevers lärande i grundskolans tidigare år2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The most important influencing factor in student learning is the teacher. It is not so much what the teacher does, but what the teacher makes his students to do that is important. That is what this study investigates. Which workingmethods are used and how are they varied? It also investigates how formative assessment is used in practice. Which formative elements can be found in the teachers practice and what methods are used? As data collection methods interviews, classroom observations and a student questionare have been used. The results shows that teachers who vary their working methods and who use interactive methods have more positive pupils. The result also shows that the teachers use formative assessment but in varied extent. No teaching method can safely be said to be the best but one thing is certain - varied teaching promotes pupils learning!

  • 777.
    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)
  • 778.
    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.

  • 779.
    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.

  • 780.
    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.

  • 781.
    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.

  • 782.
    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.

  • 783.
    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.

  • 784.
    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.

  • 785.
    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 roles of prior knowledge when students interpret mathematical texts2010In: The first sourcebook on nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl Søndergaard & Lenni Haapasalo, Charlotte, NC, USA: Information Age Publishing, 2010, p. 431-440Chapter in book (Refereed)
    Abstract [en]

    In this chapter I examine what roles different types of prior knowledge have in the comprehension process when reading mathematical texts. Through theoretical analyses, three central aspects are highlighted; cognitive structure, cognitive process, and metacognition. For all these three aspects, questions arise regarding relationships between general and content-specific types of prior knowledge. Some empirical studies are described that study these questions.

  • 786.
    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.
    To translate between different perspectives in belief research: a comparison between two studies2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 1-2, p. 57-76Article in journal (Refereed)
    Abstract [en]

    A common problem in belief research seems to be a missing link between aspects of theory and empirical analyses and results. This issue highlights a question of how dependent empirical studies about beliefs actually are on the theoretical perspective described in the study. In this paper, I examine relationships between two different perspectives. One perspective focuses on belief change, and seems to rely on a type of cognitive perspective, where beliefs can be characterized as mental objects. The other perspective argues for moving away from such cognitive perspective and instead to adopt a participatory perspective in the analysis of mathematics teaching. The results show that the study about belief change is not dependent on seeing beliefs as mental objects, but that this study could as well have been located within a participatory perspective.

  • 787.
    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.
    What aspects of quality do students focus on when evaluating oral and written mathematical presentations?2011In: Mathematics: Traditions and [New] Practices. Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011 / [ed] J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton, Adelaide, Australia: AAMT and MERGA , 2011, p. 590-598Conference paper (Refereed)
    Abstract [en]

    University students' evaluations of mathematical presentations are examined in this paper, which reports on part of a pilot study about different types of presentations, regarding different topics, formats (oral or written), and discourses (process- or object-oriented). In this paper focus is on different formats; oral lectures and written texts. Students’ written comments about what is good or bad about given presentations are analysed in order to examine what students focus on when evaluating the quality of presentations. In addition, evaluations given about written and oral presentations are compared in order to examine if/how format affects students’ evaluations regarding quality.

  • 788.
    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.
    What is the basis for self-assessment of comprehension when reading mathematical expository texts?2015In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 36, no 8, p. 673-699Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a less degree based on their comprehension of the specific text read, but more based on prior experiences. However, the study also produced different results for different types of texts and when focusing on different aspects of reading comprehension.

  • 789.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    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.
    Methodological issues when studying the relationship between reading and solving mathematical tasks2012In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 1, p. 5-30Article in journal (Refereed)
    Abstract [en]

    In this paper we examine four statistical methods used for characterizing mathematical test items regarding their demands of reading ability. These methods rely on data of students' performance on test items regarding mathematics and reading and include the use of regression analysis, factor analysis and different uses of correlation coefficients. Our investigation of these methods focuses on aspects of validity and reliability, using data from PISA 2003 and 2006. The results show that the method using factor analysis has the best properties when taking into account aspects of both validity and reliability.

  • 790.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    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.
    What is so special about mathematical texts?: Analyses of common claims in research literature and of properties of textbooks2013In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 45, no 5, p. 751-763Article in journal (Refereed)
    Abstract [en]

    This study surveys claims in research articles regarding linguistic properties of mathematical texts, focusing on claims supported by empirical or logical arguments. It also performs a linguistic analysis to determine whether some of these claims are valid for school textbooks in mathematics and history. The result of the survey shows many and varying claims that mainly describe mathematical texts as highly compact, precise, complex, and containing technical vocabulary. However, very few studies present empirical support for their claims, and the few empirical studies that do exist contradict the most common, and unsupported, claims, since no empirical study has shown mathematical texts to be more complex than texts from other subjects, and any significant differences rather indicate the opposite. The linguistic analysis in this study is in line with previous empirical studies and stands in contrast to the more common opinion in the unsupported claims. For example, the mathematics textbooks have significantly shorter sentences than the history textbooks.

  • 791.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    What mathematical task properties can cause an unnecessary demand of reading ability?2012In: Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011 / [ed] G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge, Reykjavík, Iceland: University of Iceland Press, 2012, p. 661-670Conference paper (Refereed)
    Abstract [en]

    In this study we utilize results from Swedish students in PISA 2003 and 2006 to examine what types of task properties predict the demand of reading ability of a task. In particular, readability properties (sentence length, word length, common words, and information density) and task type properties (content, competence, and format) are examined. The results show that it is primarily readability properties of a task that predict the task’s demand of reading ability, in particular word length and to some extent information density (measured through the noun-verb quotient).

  • 792.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Dyrvold, Anneli
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The study of difficult vocabulary in mathematics tasks: a framework and a literature reviewManuscript (preprint) (Other academic)
    Abstract [en]

    The purpose of this study is to contribute to the methodology of research on difficult vocabulary in mathematics tasks. The contribution consists of a framework for the study of difficult vocabulary in mathematics tasks and a literature review of empirical research in the area. The framework includes five main aspects of word difficulty that have been examined in empirical studies and discuss these in the light of theories on reading comprehension. In addition, methodological issues are presented in relation to each main aspect. The literature review examines both methodological aspects of 36 reviewed articles, and synthesizes results on difficult vocabulary. The literature review shows that a commonly used method—to study several word aspects together—is very unfortunate from the perspective of building accumulative knowledge about difficult vocabulary in mathematics tasks. The only well-supported conclusion possible to draw from the synthesis of results from the empirical studies, is that some word aspects are not related to task difficulty.

  • 793.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Mittuniversitetet.
    Bergqvist, Tomas
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Liljekvist, Yvonne
    Karlstads universitet & Uppsala universitet.
    van Bommel, Jorryt
    Karlstads universitet.
    Utvärdering av Matematiklyftets resultat: slutrapport2016Report (Other (popular science, discussion, etc.))
  • 794.
    Österlund, Lise-Lotte
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Berg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ekborg, Margareta
    School of Teacher Education, Malmö University, Malmö, Sweden.
    Redox models in chemistry textbooks for the upper secondary school: friend or foe?2010In: Chemistry Education Research and Practice, ISSN 1109-4028, Vol. 11, p. 182-192Article in journal (Refereed)
    Abstract [en]

     We have investigated how chemistry textbooks use models of redox reactions in different subject areas, how they change models between and within the topics, and how they deal with specific learning difficulties identified in the literature. The textbooks examined were published for use in the natural science programme in Swedish upper secondary schools and in the UK A-level course. As a starting point, the defined redox models found in the literature were used to investigate the textbooks. The results show that all redox models are used with the addition of alternative representations. Authors exclusively use the electron and the oxidation number models in inorganic chemistry. In organic chemistry, the oxygen and hydrogen model are used, and in biochemistry mainly hydrogen and alternative representations. There is no guide to changes of models between the subject areas. However, within the inorganic chemistry, authors guide model change which was not identified in either organic or biochemistry. Regarding the learning difficulties, the authors dealt with just a few of them.

  • 795.
    Österlund, Lise-Lotte
    et al.
    Umeå University, Faculty of Science and Technology.
    Ekborg, Margareta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Berg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Questions, reasoning and redox reactions: the work of upper secondary school students on an open-ended biochemistry taskManuscript (preprint) (Other academic)
    Abstract [en]

     In vital processes, such as metabolic reactions, redox reactions are important. This study reports results from students’ work in small groups with an open-ended biochemistry task involving metabolic pathways. The aim was to investigate, with a special attention to redox, the questions raised, the talk developed and the resources the students used to answer their questions. Video-recorded observations of three groups were conducted. To structure data, categorisation was performed. The result shows that the main recourse used to solve the questions was the consulting of the textbook – together or individually. Most questions were answered by consulting the textbook together, or a group member answered from own knowledge. The talk developed from the questions was mostly talk concerning a limited chemistry area or short answers. Questions about redox generated talk where the students analysed and related information into a context. Few questions were answered and the textbook was of no help.

  • 796.
    Öström, Anna
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bör man räkna med en födelsedagseffekt?: En studie om sambandet mellan elevers födelsemånad och slutbetyg i årskurs nio inom ämnet matematik, samt en undersökning om påverkansfaktorer inom ämnet.2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine if there was a relative age effect in students grade in mathematics. The study was built on regression analysis and Spearman rho on student’s month of birth and their grades. It was found that there is a relative age effect in the student’s grades. The study discusses why we can find a relative age effect in student’s results in year nine. The study also discusses how the relative age effect can be diminished. The aim was also to explore what teachers think influence their student’s results in mathematics. Through a web survey teachers are given eleven factors to categorize as either none, low, medium or high impact on students study results in mathematics. Among these factors was whether student’s birth month can influence their results. Here the study shows discrepancies between what the teacher thinks and the experts. It also discusses whether educational research results can be transferred between countries. 

  • 797.
    Öström, Emilie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hållbar utveckling i läroböcker för fysik: En kvalitativ textanalys2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I takt med att mänskliga aktiviteter påverkar jorden alltmer har också̊ begreppet hållbar utveckling växt sig större. Det finns många åsikter om hur vi förvaltar jorden på̊ bästa sätt, hållbar utveckling är därför inte enkelt att integrera i undervisningen. Syftet med arbetet är därför att studera om läroböcker i fysik speglar hållbar utveckling såsom angivet i gymnasieskolans styrdokument. Genom en kvalitativ textanalys görs en ansats att svara på̊ följande frågeställningar: 

    • Hur representeras hållbar utveckling i läroböcker i fysik 1 för gymnasiet?  
    • Hur förhåller sig ovan nämnda representation från hur hållbar utveckling representeras i läroplanen samt ämnesplanen för fysik? 

    Studien antyder att samtliga analyserade läroböcker har ett fokus på̊ att förmedla hur den tekniska utvecklingen kan främja ett hållbart samhälle. Som lärare är det viktigt att vara medveten om det, i vissa fall, övervägande faktabaserade fokuset för att kunna göra välgrundade didaktiska val som stöds av skolans styrdokument. 

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